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

Thu Jul 9 03:31:42 CEST 2020

Greetings!
It was great to be with you for even a short while today.  I look forward
to unfolding our chapter!
This is a little about me...

Grounded in movement work throughout my life, at this time I am co-chair of
the Board of May First Movement Technology Board
https://mayfirst.coop/en/
https://techandrev.org/ and working with People's Strike at the national
level, as co-rep of the International Committee and with the related NYC
Fight for Our Lives coalition. https://peoplesstrike.org/
https://peoplesstrike.org/peoples-strike-and-the-uprising-an-open-letter/ I
am a Professor, Sociology at Adelphi University / Research Fellow of the
University of South Africa.  My focus has been on
coloniality-decoloniality, white supremacy, nation and nationalism and
solidarity economies.
http://www.adelphi.edu/faculty/profiles/profile.php?PID=0338

There are several ways I'm hoping to connect with others in the network.
1) Collaborative teaching e.g. in the fall I teach courses on Community,
Love and Justice / The Role of Race in Contemporary US and Global Society
and Sociology of Power. I would love an opportunity either to have
reciprocal presence in classes OR to have students work together, as in a
course I will teach in the spring that I ran with someone from UNISA last
year.

2) Considering the bridge between the community based educational spaces
(study groups, people's assemblies etc) and that which occurs in University
settings.

I need to catch up on reading the threads - so I hope what I've shared here
is in line with the "asks".

Glad to make your acquaintance : - )

On Wed, Jul 8, 2020 at 4:47 PM John Foran <foran at soc.ucsb.edu> wrote:

> 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>
>>>>
>>>> _______________________________________________
>>>> GTA-PeDAGoG mailing list
>>>> GTA-PeDAGoG at lists.ourproject.org
>>>> http://lists.ourproject.org/mailman/listinfo/gta-pedagog
>>>>
>>> _______________________________________________
>>> GTA-PeDAGoG mailing list
>>> GTA-PeDAGoG at lists.ourproject.org
>>> http://lists.ourproject.org/mailman/listinfo/gta-pedagog
>>>
>> _______________________________________________
>> GTA-PeDAGoG mailing list
>> GTA-PeDAGoG at lists.ourproject.org
>> http://lists.ourproject.org/mailman/listinfo/gta-pedagog
>>
> _______________________________________________
> GTA-PeDAGoG mailing list
> GTA-PeDAGoG at lists.ourproject.org
> http://lists.ourproject.org/mailman/listinfo/gta-pedagog
>

-- 

.............................................
Rod Bush: Lessons from a Radical Black Scholar on Liberation, Love, and
Justice
Open access download for teaching purposes <http://bit.ly/RodBushLessons>
https://rodbush.org/

***********************************************************************
Tensions in the American Dream: Rhetoric, Reverie or Reality
<http://tupress.temple.edu/book/0399>
Author proceeds go to Cooperation Jackson <https://cooperationjackson.org/>

..........................................

Everyday Forms of Whiteness: Understanding Race in a "Post-Racial" World
<https://rowman.com/ISBN/9780742599994/Everyday-Forms-of-Whiteness-Understanding-Race-in-a-'Post-Racial'-World-Second-Edition>

*Eternal and infinite love for you, yours & the ongoing struggle *

*for dignity, justice, wisdom and peace.*
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