[PeDAGoG] Stimulating points ... and some additional reflections (and points for 8th July meeting)

[John Foran]

I meant to send this before our meeting, but anyway here it is:  a piece
about alternative pedagogies and universities in the course of which I
learned so much.

I almost mentioned PeDAGoG but didn't think I was quite ready to try to
present it well.

Another reason to look forward to our meeting!

abrazos a todes,

John

On Sun, Jul 5, 2020 at 6:15 PM Callie Berman <callieberman at gmail.com> wrote:

> For Ashish and Brandon, thank you for your efforts in creating these
> spaces and an abode for compassionate thinking. My toeing of the formality
> line shows I simply hadn't taken the time to familiarize myself with the
> group more!
> In which case, and to everyone connecting through this group, I am very
> much looking forward to meeting those of you who can attend on the 8th.
> Should be a wonderful opportunity to hear some of your stories and to
> discuss learning across the wealth of life experiences.
>
> Hasta miércoles,
>
> Callie
>
> On Sun, Jul 5, 2020 at 6:45 PM Brandon Liu <brandon.k.liu at gmail.com>
> wrote:
>
>> Very well said, Ashish -- looking forward to discussing all these things
>> on Wednesday. (For those who haven't registered yet, do register here:
>> https://us02web.zoom.us/meeting/register/tZwrd-ugpj0pHNZzsKmYwGZAMgPUkRbpnDOO
>> )
>>
>> I would like to weave together what Ashish said in the first half of his
>> email about different ways of learning and knowing and with what Ashish
>> wrote at the end about formal degree attainment and the inclusivity of
>> PeDAGoG. In my personal opinion, one of the most important pieces of a
>> radical pedagogy is to decolonize our minds of the notion that institutions
>> of formal education and the narrow pathways of degree attainment hold the
>> greatest claims to knowing and learning. Oftentimes, it is quite the
>> contrary! Indeed, much of the inequality of the world today is created and
>> reproduced by the belief the "educated" are the anointed and the
>> "uneducated" are too ignorant to manage their own affairs. I exaggerate,
>> but only slightly.
>>
>> In essence, I take PeDAGoG to be inclusive to "non-scholars" not because
>> we are "open to people at all rungs of the academic ladder," but because we
>> reject the preeminence of such a ladder, if we consider it to be a ladder
>> at all. Given that the majority of members here do hold academic positions,
>> I think such a perspective is important to make PeDAGoG a fully inclusive
>> space in which all members are respected for their contributions, no matter
>> their educational attainment.
>>
>> I'd like to express to anyone who has felt unsure about belonging here:
>> You are welcome here and we are happy that you are here with us. If there's
>> anything I can do to make this space more inclusive (including other
>> dimensions apart from academic qualifications), please message me to let me
>> know.
>>
>> Brandon
>>
>> Le sam. 4 juil. 2020 à 22:39, Ashish Kothari <ashishkothari at riseup.net>
>> a écrit :
>>
>>> Dear PeDaGoGians, firstly apologies for such a late response to some
>>> truly moving and thought-provoking responses to my 'frustrated' mail, from
>>> Wendy, Vandana, Callie, Sujit, Katerina, and others. It has been a rich
>>> fare that I have finally managed to read in full, and I feel blessed.
>>>
>>>
>>> There are so many interesting points that have been made: how to break
>>> barriers between academics and rest of world, how to respond flexibly to
>>> situations in multiple timescales, crisis as opportunity (so big just
>>> now!), introducing the arts/theatre/music/dance into academics, the
>>> important of 'slow knowledge' and unlearning, how to deal with multiple
>>> identities, dig into deeper roots than conventional teaching tells us, the
>>> importance of place-based lives, picking up simple things like food and
>>> learning thrugh them, using not only our heads but also our hands, hearts,
>>> legs (Mahatma Gandhi's Nai Taleem education approach), getting out of
>>> classrooms to learn from the rest of nature and from communities in
>>> struggle/doing alternatives, 'thinking new thoughts' and going beyond
>>> teaching as a job, learning from children, the importance but complexity of
>>> 'translating' material into various formats/media for different
>>> audiences/participants, and much more! To these I would add: how do we see
>>> 'ordinary' people from commuinities, including so-called 'illiterate', as
>>> 'teachers' with their incredible practice-based knowledge and visioning;
>>> can we bring the art of dreaming into teaching/learning spaces (what are
>>> the youth visioning as their futures?); pickig up on the 'job' point, how
>>> can opportunities be created to make teaching/learning again a 'livelihood'
>>> rather than the deadlihood it has become for most (see
>>> https://www.localfutures.org/from-livelihoods-to-deadlihoods/).
>>>
>>>
>>> Each of these could be a great session of dialogue and cross-learning!
>>>
>>>
>>> On the 8th, lets discuss how at least some of the above can be dealt
>>> with in PeDAGoG, as earthy (I've stopped using the word 'concrete'!)
>>> activities: online dialogues, jointly written articles (Wendy), an
>>> international Masters course (Massimo's idea some months back), developing
>>> more material on all this (building on what is already available),
>>> translating existing material into other langauges/media forms.
>>>
>>>
>>> this is not to displace the agenda that Julia has suggested, only to add
>>> a bit to it. Julia, can you pl. send out a reminder and agenda for the 8th
>>> July call, with the zoom link?
>>>
>>>
>>> (Additionally to Callie: you absolutely need not apologise for, or feel
>>> out of place because of being "only a PhD scholar". This list is about
>>> post-development, unconventional, radical learning ... and it is
>>> deliberately also called 'academic-activist', to encompass all kinds of
>>> people who believe in and/or practice such learning. ANd if it helps
>>> (though it is unnecessary), I am not even a PhD scholar, only a 'lowly'
>>> masters! Additionally to the additionally, I think you should convert your
>>> mail into an article, it has some wonderful insights, and we'd be happy to
>>> consider publishing it on www.radicalecologicaldemocracy.org website
>>> and link it to the Global Tapestry of Alternatives websiite.)
>>>
>>>
>>> 'See' you folks on 8th!
>>>
>>> Ashish
>>>
>>>
>>> LATEST! Pluriverse: A Post-Development Dictionary (thepluriverse.org)
>>> and www.globaltapestryofalternatives.org
>>>
>>> Ashish Kothari
>>> Kalpavriksh
>>> Apt 5 Shree Datta Krupa
>>> 908 Deccan Gymkhana
>>> Pune 411004, India
>>> Tel: 91-20-25654239; 91-20-25675450http://kalpavriksh.orgwww.vikalpsangam.org www.radicalecologicaldemocracy.orgwww.iccaconsortium.orgwww.acknowlej.org http://ashishkothari51.blogspot.in/
>>> Twitter: @chikikothari
>>>
>>>
>>> On 06/06/20 10:55 am, singhvan at rcn.com wrote:
>>>
>>> Callie, thank you for your detailed reflection, I appreciate all you
>>> said.  I strongly agree that education/ discussion/ policy making must take
>>> place as much outdoors as possible.  We are embodied creatures after all.
>>> I recall once being in a conference room somewhere in the middle of Delhi
>>> where a speaker was taking about green growth, and I was getting
>>> increasingly uncomfortable because everything he was saying seemed so
>>> divorced from the living, breathing world (not to mention the absurdity of
>>> endless growth). There was a pariah kite on the verandah outside, looking
>>> in - they are ubiquitous in Delhi, largish birds of prey, very
>>> regal-looking - and I thought that among all the things that were missing
>>> was the representation of other species in this conversation, not to
>>> mention less privileged humans.  Nobody took any notice of the kite, except
>>> me!
>>>
>>> I teach physics at a small public university in the US, and have been
>>> experimenting with radical pedagogy, especially in the context of climate
>>> change.  The university is on a steep hill, with old oak and elm trees in
>>> the central quad, which is at the very top of the hill.  Sometimes wild
>>> turkeys wander through it, and one time, when we were discussing the
>>> physics of why some birds walk and others hop, we ran out of the classroom
>>> to see the turkeys 'do' the physics, which was both illuminating and fun.
>>> Last semester I did an exercise with my students where they had to sit
>>> somewhere in the quad (without their phones) and simply be with something
>>> not human - a tree, a bush, a rock, for five minutes.  They were not
>>> enthusiastic at first, but their written reflections after the exercise
>>> conveyed - more than anything - surprise that there was so much to see when
>>> you really looked - and especially if the looking was 'open,' i.e. you were
>>> not trying to answer a particular question, which would have meant looking
>>> for one aspect and ignoring the rest. Some students also noted a decrease
>>> in stress. I plan to do more of these 'open' exercises when we are able to
>>> have face-to-face classes.
>>>
>>> I've also done some preliminary work with village kids in a region of
>>> the Eastern Himalayas, near Kalimpong, conveying some basic climate science
>>> concepts through collaborative theatre.  We did this in a building with no
>>> walls (just a roof held up by pillars) surrounded by bamboo groves and
>>> mixed pine and deciduous trees. I think the setting made the concepts come
>>> alive!  During the few days I spent there, the kids and their families also
>>> shared how quickly the weather and environment in their areas was changing,
>>> so we had a potentially useful pairing of global scientific knowledge and
>>> deep local knowledge, but with equal weight given to both.  In the future I
>>> hope to delve deeper into these mutual experiments with communities, and to
>>> learn from others on this list already engaged in this important work. I do
>>> believe that oral and musical traditions rooted in place can offer
>>> opportunities for us to create two-way communication where no form of
>>> knowledge is privileged over the other, and where there might be
>>> interesting cross-pollination.
>>>
>>> Best,
>>>
>>> Vandana
>>>
>>>
>>>
>>>
>>> ------------------------------
>>> *From: *"Callie Berman" <pedagog at lists.riseup.net>
>>> <pedagog at lists.riseup.net>
>>> *To: *"Wendy Harcourt" <harcourt at iss.nl> <harcourt at iss.nl>
>>> *Cc: *"PeDAGoG" <pedagog at lists.riseup.net> <pedagog at lists.riseup.net>,
>>> "Ashish Kothari" <ashishkothari at riseup.net> <ashishkothari at riseup.net>
>>> *Sent: *Monday, May 25, 2020 7:15:15 AM
>>> *Subject: *Re: [PeDAGoG] Open Discussion and Updates (May 2020)
>>>
>>> Dear Ashish and Dear PeDAGoG members,
>>>
>>> I would like to especially thank Dr. Harcourt (Wendy, if I may?) for
>>> expressing much of what I have been feeling. I’d like to offer my
>>> perspective in this string of thoughtful messages for what slowing down has
>>> meant for me, especially in regard to teaching. Perhaps the following also
>>> can serve as a form of self-introduction to the group as well. I should
>>> qualify that I am only a PhD student. So, please accept my apologies if
>>> what follow is misplaced or not entirely appropriate as many in this group
>>> seem to be full-time professors. However, like many others in the final
>>> stages in their PhD careers, contemplating over what an academic career may
>>> look like, maybe the following can be of use beyond formal department
>>> surveys and course evaluations; to give a sense of how many of us at the
>>> early stages of teaching/research careers are thinking about the future of
>>> work (what is ‘work’ anymore?) and the kind of life we may be able to have
>>> within the university (should we even have the chance to find a position).
>>>
>>> For me, my (privileged) slowdown has meant building on my exposure to
>>> the culture and ways of others in a more attentive manner, particularly
>>> from the land I call home, Turtle Island (the United States). (Re)learning
>>> some of the creation stories and rich oral histories and myths has given me
>>> even greater pause and interest in learning from others. Contrasting the
>>> stories of Turtle Island’s creation with my own creation story (more or
>>> less) - the Declaration of Independence and Constitution of the USA - to
>>> me, says it all. It is no wonder that we face the challenges we do and how
>>> desperately we need to learn how to look outside of ourselves.
>>>
>>> For those of you in this group who may carry a more rooted beginning and
>>> sense of ancestral history that is not of the form of the
>>> Declaration-of-Independence-creation-story, the nuanced perspectives you
>>> bring to your place of livelihood or wherever you call home matter. They
>>> matter to those of us who have been able to call ourselves your students.
>>> Today, I cannot imagine how I would even be able to conceive of a
>>> post-development world had I not had the opportunity to learn from my
>>> teachers - professors and mentors alike - how to understand and
>>> definitively be shown how the nature-culture dichotomy reproduces itself in
>>> life. That it is more than just some abstract concept to theorize with.
>>>
>>> I think we should be less afraid to talk about simple things, like food.
>>> Having just read the thoughtful comments of Vanada in this string of
>>> correspondences, I think it can help us do away with any of the complex
>>> scaffolding our modern lives convince us that we need. Maybe in just
>>> sitting beside one another for a meal the need for walls won’t even emerge.
>>> I think we’ve forgotten how much these so-called simple things say.
>>> Speaking with my friends from Azerbaijan about life in the 1990s
>>> post-Soviet world, and the arrival of imported food stuffs from the West,
>>> glittering with brands and elaborate packaging, my friends told me of how
>>> people were confused and frustrated. “None of this tastes like food.”
>>> People still produced a lot of their own food locally and there has not
>>> historically been the same colonial-led relationship with agricultural
>>> pesticides like elsewhere, but this has and is changing. A lot. Of course.
>>> Starbucks and Hardrock Café abound in Baku and they are always busy. But
>>> what was strikingly different, for me of the
>>> Declaration-of-Independence-creation-story-type, is that there is still a
>>> deep cultural appreciation and connection to real food. How food should
>>> taste. To some degree, some communities still have the knowledge with which
>>> they can hold food producers accountable if they themselves are not the
>>> ones producing this food. Whether and how they have the power to use this
>>> knowledge is another matter, but at least they still have it. Talk about
>>> food in your classrooms or think about ways of making the classroom a meal.
>>> You can’t imagine the kind of learning outcomes from participating in these
>>> simple human acts with those you teach. Maybe it could be a starting point
>>> to talk less about production rates and supply chains and more about how we
>>> become ourselves in a place and with others through how we cultivate, share
>>> and embody food.
>>>
>>> Speaking for those of us with Declaration of Independence-type
>>> beginnings, slowing down for me has meant asking how I can advance this
>>> process and give conscious space for these processes to unfold. In
>>> academia, this has meant (and still very much is) identifying where our
>>> methodologies may be inadequate for knowing because they rely on outdated
>>> categories and/or narrow prisms for engagement. I think when we educate
>>> ourselves to these things, we can also understand our roles as
>>> (future/current) educators and what some of our responsibilities may look
>>> like. Granted, I am in a double privileged position in being able to think
>>> on some of these things because I don’t have a family to support. I want to
>>> at least acknowledge my privilege in this regard as I recognize the kinds
>>> of imaginative constraints this puts on far too many people wanting to
>>> offer good hearts and minds.
>>>
>>> I think much of this process, the education of educators and students
>>> alike, does and should take place even more outside of the formal classroom
>>> environment, so we can learn how to make our methodologies more equitable
>>> for what they purportedly represent. I am grateful to some of my friends of
>>> the Shoshone and Arapaho tribes for showing me what this could look like.
>>> For example, there is much discussion of bison conservation in the western
>>> states. As per standard protocol, much of this discussion transpires in
>>> board rooms, via email, etc. Spending time on reservations with bison
>>> reintroduction projects, I learned to appreciate that, sure, we can talk
>>> about bison in a conference center, but doesn’t it make more sense to talk
>>> about these things while standing out in the field *with them*? To let
>>> their actions and behaviors guide the conversation? To actual be with them
>>> rather than merely talking *about them*? In not being so removed, I
>>> think modern management and conservation learns that it doesn’t need as
>>> much of itself as it may like to believe. You don’t get to not pay
>>> attention to how things actually are. That the natural world functions in
>>> remarkably responsive and attuned ways that don’t need to be “protected”
>>> via such a heavy human hand. Only certain knowledges thrive in dislocated
>>> office spaces. So we need others to show us where we could (re)locate our
>>> offices.
>>>
>>> A related thought arena I have been pondering amidst my privilege
>>> slowdown has been human’s relationship with dance and music. How can dance
>>> and music function within the bounds of
>>> Declaration-of-Independence-creation-story-type societies and how can I
>>> talk about dance and music with students as things that are more than acts
>>> of convenient Friday entertainment and quick socializing? That they have
>>> historically been legitimate forms of knowing and engaging with the
>>> universe? Thinking more deeply about how, for example, characteristics of
>>> specific arm movements are meant to represent water movement behavior of a
>>> river in some dances, while subtle changes reflect a mimicking of water in
>>> an ocean. How the very colors of different ritual dress function to relate
>>> in the specific ways to the entities that are being danced to. I could
>>> never have learned these things if it wasn’t for the generosity of my
>>> teachers from Cuba. I think when we develop better ways of appreciating
>>> these things ourselves – how to really talk about music – we can ensure
>>> that the paradigm of an educated person of the future is not only a human
>>> with IT skills, but a human who also understands the value of protecting
>>> other worldviews for the important ways they allow us to access and to
>>> think about our relational possibilities with the universe. I think we
>>> should meditate profoundly over how we can allow more people and ideas from
>>> non-Declaration-of-Independence-creation-story upbringings to the
>>> classroom, or perhaps by bringing the classroom to them.
>>>
>>> Taking cue from Vanata’s powerful question: why do we have so many
>>> walls? I think about a time last year in London’s St. Pancreas train
>>> station. Inside is a piano for those who feel inclined to share their
>>> talents. This is done in the name of enhancing the well-being of those
>>> around, and rightly so. Yet, just outside the train station, was a
>>> musician, huddled over with his instrument beside a tin and sign for spare
>>> change. Why do his musical acts categorize him as a beggar, while another
>>> gets to be perceived as a musician and given a more welcomed place in
>>> society?
>>>
>>> That being able to ‘slow down is a luxury’ is becoming a bit of a
>>> cliche. Of course, this so-called slowdown is all happening in the context
>>> of response measures, I think many of us in this group sense, are simply
>>> recreating much of the same. That it does not feel good in our hearts, I
>>> think, adds to the sense of urgency to act, to direct our attention and our
>>> energies quickly and in important directions so the crisis moment will not
>>> amount to either more permissible greed or to more good intentions becoming
>>> misguided and misused. For sure, the impulse to act, which wells up quite
>>> often for me, while being confronted with an interest of wanting to remain
>>> cautious and mindful, feels disorienting.
>>>
>>> I am very appreciative of Wendy’s words. Especially in writing from
>>> Cambridge, one of the historic epicenters for grooming privilege, I think
>>> it is key that we use the slowdown that lockdown affords some of us in
>>> thoughtful and focused ways. For me, this “slow down” has been a chance to
>>> check my commitment. What does it mean to me to not reproduce “more of this
>>> same”? How do I not distract myself and ultimately perform more of the same
>>> while thinking I am pursuing or contributing to something different?  How
>>> do I (and can we?) strike a balance between proceeding intelligently in
>>> thinking about my potential role as an educator, rather than remaining
>>> constrained by the neoliberal conventional teaching model? For me, this has
>>> been meditating profoundly on how I educate myself so that I can think
>>> about how I can incorporate other ideas and participants to better access
>>> or protect the potential for other possibilities. Worldviews that can
>>> remind us of very different relationships humans have had to things like
>>> rhythm and to fundamental features of the universe. If we are “to think new
>>> thoughts” a phrase from Arturo Escobar’s ‘Designs for the Pluriverse’
>>> which, for me, has been a simple yet deeply powerful phrase I have been
>>> thinking on these last weeks, how can I contribute to moving things in this
>>> direction as a possible teacher in the future? Can I think about these
>>> things beyond the confines of what I do in a ‘job’?
>>>
>>> Thinking about Wendy’s comment, wanting to do more to listen, maybe
>>> listening to how others experience loss could become an avenue for new
>>> ways. Based on my observations of growing up in the western part of Turtle
>>> Island, loss is still conceived as a decline in natural areas available for
>>> recreating or for leisure. We do not yet see this as a death of our very
>>> selves because *we do not have the language for it*. Our creation story
>>> did not teach us this language. Our elders did not learn the ways of
>>> interpreting the dreams of community members nor imparting the steps of the
>>> Sun Dance to the next generation to give us the framework for comprehending
>>> how our current choices are hurting us all.  From my reading for many of
>>> the us from the Declaration-of-Independence-creation-story mindsets, loss
>>> is still equated too much with a loss of where we take our holidays and in
>>> an air of inconvenience.
>>>
>>> Perhaps slowdown for me has meant a deeper acknowledgement of how too
>>> many of us of Declaration-of-Independence-creation-story beginnings are
>>> worried that about producing more of the same because we don’t know how to
>>> talk about what the actual problems are, at least in a more collective way.
>>> I think many of us here recognize that our systems have too strong a
>>> tendency of churning up convincing solutions that too many buy into because
>>> of a crisis context and lack of exposure to other frameworks for thinking,
>>> and that much of this amounts to quick tech fixes and staying power of a
>>> few. What we need are stories and experiences from elsewhere of how life
>>> can be lived. I write this not to pay lip service to solidarity, but so
>>> that we can design our places of education in ways that make sense.
>>>
>>> As a final closing thought, (and at the risk of being entirely
>>> left-field), reading and reflecting over what other historical social
>>> structures have been and how they could offer useful perspectives for us
>>> today, it seems to me that children could have a more important role to
>>> play in our collective futures. While I do not have children of my own to
>>> be able to offer this based on direct experience with what that kind of
>>> caregiving looks like, I can appreciate the ways in which, as we often
>>> remark at home, “kids can say the darndest things.” To me, this expression
>>> says more about us as adults though. I think some societies have retained a
>>> greater ability to value the observations of children, and ways to
>>> integrate them as wisdom of members of the community. That they haven’t
>>> been taught to relinquish imagination might be one bit of it. Maybe, amidst
>>> the hope of striking a balance between wanting to act yet not fashioning
>>> more of the same, we can notice of how younger souls are in the world.
>>> Maybe they could become a larger part of our re-envisioned classrooms.
>>>
>>> My warm regards from Cambridge and deep thanks for this group,
>>>
>>> Callie
>>>
>>> (A final apology for length as I had no intention of spanning so many
>>> words! I respect how everyone is exceedingly busy in their own lives and do
>>> not wish to abuse the group list nor make this pseudo
>>> introduction/thought-share an overkill. I am deeply grateful for all the
>>> contributions I have been able to read on this correspondence chain and for
>>> being able to connect with so many who are thinking deeply and committedly)
>>>
>>> On Sun, May 24, 2020 at 10:29 AM Wendy Harcourt <harcourt at iss.nl> wrote:
>>>
>>>> Dear Ashish
>>>>
>>>> thank you for the frank message which made me pause to think about how
>>>> we are all somewhat frantic about  communicating in these particular times.
>>>> I personally think taking it slow, pausing, reflecting, trusting in the
>>>> connections is also ok. Particularly as pedagogy in the neoliberal academic
>>>> institutions where I am based and earn my livelihoods is changing far too
>>>> rapidly I have been deeply appreciative of reading how others are teaching,
>>>> for years, alternatives, and learning more about otherwise knowledges from
>>>> the posts. I am appreciate Brandon has encouraged people to post but not
>>>> too worried that it has not taken off. It is connecting us, slowly but
>>>> surely.
>>>>
>>>> I am perhaps somewhat shy to share from Europe - in the heart of white
>>>> privilege. I feel my position these days is to learn and listen and change.
>>>> I am pleased to share more information on some of the pedagogical projects
>>>> I am involved in with other colleagues.  How to share beyond this listserv
>>>> the outcome of all of these pedagogies would be interesting -perhaps even
>>>> writing something  together?
>>>>
>>>> So dear Ashish I feel your impatience, frustration? I would suggest we
>>>> let it take time, things will emerge, we need to find ways to connect
>>>> across many different places and spaces especially in these strange times.
>>>>
>>>> I will overcome my tentativeness and like others confirm that I find
>>>> this a precious resource that is unfurling slowly, but surely. Please find
>>>> below some of the collaborations.
>>>>
>>>> warm greetings from Rome
>>>>
>>>> Wendy
>>>>
>>>> Below I share some of the academic projects, though I would consider
>>>> that the place I working in the most interesting way at the moment is in
>>>> the local organising committee of the 8th International degrowth conference
>>>> August 2021- see
>>>>
>>>> https://www.wegoitn.org/wego-in-action/wego-and-degrowth/
>>>>
>>>>
>>>> As I mentioned earlier the convivial thinking project is a wonderful
>>>> place to be learning with.
>>>> https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/
>>>>
>>>> <https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/>
>>>> calls, events, conferences – Convivial Thinking
>>>> <https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/>
>>>> CALL FOR PAPERS. Call for Papers, PERIPHERIE, Issue 161 (to be
>>>> published in spring 2021): Postcolonial Critique of Globalization. With
>>>> this Issue, the editors seek to critically complement the state of
>>>> political science research on the global protest movement and institutional
>>>> reform processes, e.g. by focusing on colonial continuities and analysing
>>>> them by means of postcolonial concepts such ...
>>>> www.convivialthinking.org
>>>>
>>>>
>>>>
>>>> I have just started teaching on gender approaches to environmental
>>>> justice looking at  viral inequalities and feminist political ecology in
>>>> covid-19 times - on line -
>>>>
>>>> https://www.wegoitn.org/online-learning/resources__trashed/course-materials/
>>>>
>>>>
>>>> Course materials - WEGO-ITN
>>>> <https://www.wegoitn.org/online-learning/resources__trashed/course-materials/>
>>>> Course materials on Feminist Political Ecology by WEGO network and
>>>> affiliated researchers On these pages WEGO offers free-access to all
>>>> publicly available material produced by network members such as briefs,
>>>> papers, presentations, training material and syllabuses. Do check
>>>> frequently, we … Continue reading "Course materials"
>>>> www.wegoitn.org
>>>> working also with undisciplined environments
>>>>
>>>> https://undisciplinedenvironments.org/
>>>> Undisciplined Environments <https://undisciplinedenvironments.org/>
>>>> Published by Undisciplined Environments on April 30, 2020 A pandemic of
>>>> blindness: uneven experiences of rural communities under COVID-19 lockdown
>>>> in India – Part I By Enid Still, Sandeep Kumar, Irene Leonardelli and
>>>> Arianna Tozzi A two part series on the uneven experiences and everyday
>>>> challenges of lockdown conditions in India.
>>>> undisciplinedenvironments.org
>>>>
>>>>
>>>> I have put my post development course on line to start in September -
>>>> looking at different narratives of the making and unmaking of development -
>>>>  no immediate link yet - but we plan to work on a MOOC from the course ...
>>>>
>>>> The   Well-being, Ecology, Gender and cOmmunity – Innovation Training
>>>> Network
>>>>
>>>> I am coordinating now has on-line sources as well
>>>>
>>>> https://www.wegoitn.org/research-design/
>>>> Research design - WEGO-ITN <https://www.wegoitn.org/research-design/>
>>>> More videos will be uploaded soon.
>>>> www.wegoitn.org
>>>>
>>>>
>>>>
>>>>
>>>>
>>>>
>>>> ------------------------------
>>>> *From:* pedagog-request at lists.riseup.net <
>>>> pedagog-request at lists.riseup.net> on behalf of Ashish Kothari <
>>>> ashishkothari at riseup.net>
>>>> *Sent:* 24 May 2020 09:31
>>>> *To:* PeDAGoG <pedagog at lists.riseup.net>
>>>> *Cc:* Ashish Kothari <ashishkothari at riseup.net>
>>>> *Subject:* Re: [PeDAGoG] Open Discussion and Updates (May 2020)
>>>>
>>>>
>>>> Dear colleagues, this mail is to ask your frank opinion on whether this
>>>> network and list are of use, and needed? I ask this because 'traffic' on it
>>>> is v. minimal.
>>>>
>>>> Some of us have been posting relevant mails/material on this list, and
>>>> some have also been putting up v. interesting material on the shared drive
>>>> https://pad.globaltapestryofalternatives.org/pedagog
>>>> <https://eur03.safelinks.protection.outlook.com/?url=https%3A%2F%2Fpad.globaltapestryofalternatives.org%2Fpedagog&data=02%7C01%7Charcourt%40iss.nl%7Cc89c9566b1954bf5bf4008d7ffb49a3c%7C715902d6f63e4b8d929b4bb170bad492%7C0%7C0%7C637259024347742149&sdata=y9g3JBuMLszu9SV6lXdYcxZKoyNOQFhl81%2FB3EN9sv0%3D&reserved=0>.
>>>>
>>>>
>>>> But the enthusiasm with which you all responded to the idea of this
>>>> global network, does not seem to have translated into more active posting
>>>> on the above drive, and/or most active discussions on this list. It may be
>>>> worth asking ourselves, why? Given that most of us have been stuck at home
>>>> (or where-ever else we found ourselves when COVID hit), maybe we've had a
>>>> bit more time than usual? Or is it the reverse ... there is so much
>>>> happening online that we simply don't have the time or energy or
>>>> inclination to stare at the screen to feed yet another list?
>>>> ---
>>>> PeDAGoG: Post-Development Academic-Activist Global Group
>>>> To unsubscribe: <mailto:pedagog-unsubscribe at lists.riseup.net>
>>>> List help: <https://riseup.net/lists>
>>>>
>>>
>>> ---
>>> PeDAGoG: Post-Development Academic-Activist Global Group
>>> To unsubscribe: <mailto:pedagog-unsubscribe at lists.riseup.net>
>>> <pedagog-unsubscribe at lists.riseup.net>
>>> List help: <https://riseup.net/lists> <https://riseup.net/lists>
>>>
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>>>
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