<div dir="ltr"><div>Very well said, Ashish -- looking forward to discussing all these things on Wednesday. (For those who haven't registered yet, do register here: <a href="https://us02web.zoom.us/meeting/register/tZwrd-ugpj0pHNZzsKmYwGZAMgPUkRbpnDOO" class="gmail-urlextern" title="https://us02web.zoom.us/meeting/register/tZwrd-ugpj0pHNZzsKmYwGZAMgPUkRbpnDOO" rel="nofollow">https://us02web.zoom.us/meeting/register/tZwrd-ugpj0pHNZzsKmYwGZAMgPUkRbpnDOO</a>)</div><div><br></div><div>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.<br></div><div><br></div><div>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.</div><div><br></div><div>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.</div><div><br></div><div>Brandon<br></div><div><br></div><div class="gmail_quote"><div dir="ltr" class="gmail_attr">Le sam. 4 juil. 2020 à 22:39, Ashish Kothari <<a href="mailto:ashishkothari@riseup.net" target="_blank">ashishkothari@riseup.net</a>> a écrit :<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">
  
    
  
  <div>
    <p>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. <br>
    </p>
    <p><br>
    </p>
    <p>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
      <a href="https://www.localfutures.org/from-livelihoods-to-deadlihoods/" target="_blank">https://www.localfutures.org/from-livelihoods-to-deadlihoods/</a>). <br>
    </p>
    <p><br>
    </p>
    <p>Each of these could be a great session of dialogue and
      cross-learning! <br>
    </p>
    <p><br>
    </p>
    <p>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. <br>
    </p>
    <p><br>
    </p>
    <p>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? <br>
    </p>
    <p><br>
    </p>
    <p>(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 <a href="http://www.radicalecologicaldemocracy.org" target="_blank">www.radicalecologicaldemocracy.org</a>
      website and link it to the Global Tapestry of Alternatives
      websiite.) <br>
    </p>
    <p><br>
    </p>
    <p>'See' you folks on 8th! <br>
    </p>
    <p>Ashish <br>
    </p>
    <p><br>
    </p>
    <pre cols="72">LATEST! Pluriverse: A Post-Development Dictionary (<a href="http://thepluriverse.org" target="_blank">thepluriverse.org</a>) 
and <a href="http://www.globaltapestryofalternatives.org" target="_blank">www.globaltapestryofalternatives.org</a>  

Ashish Kothari
Kalpavriksh
Apt 5 Shree Datta Krupa
908 Deccan Gymkhana
Pune 411004, India
Tel: 91-20-25654239; 91-20-25675450
<a href="http://kalpavriksh.org" target="_blank">http://kalpavriksh.org</a>
<a href="http://www.vikalpsangam.org" target="_blank">www.vikalpsangam.org</a> 
<a href="http://www.radicalecologicaldemocracy.org" target="_blank">www.radicalecologicaldemocracy.org</a>
<a href="http://www.iccaconsortium.org" target="_blank">www.iccaconsortium.org</a>
<a href="http://www.acknowlej.org" target="_blank">www.acknowlej.org</a> 
<a href="http://ashishkothari51.blogspot.in/" target="_blank">http://ashishkothari51.blogspot.in/</a> 
Twitter: @chikikothari 

</pre>
    <div>On 06/06/20 10:55 am, <a href="mailto:singhvan@rcn.com" target="_blank">singhvan@rcn.com</a>
      wrote:<br>
    </div>
    <blockquote type="cite">
      
      
      <div style="font-family:times new roman,new york,times,serif;font-size:12pt;color:rgb(0,0,0)">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! 
        <div><br>
          <div>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.</div>
          <div><br>
          </div>
          <div>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. </div>
          <div><br>
          </div>
          <div>Best, </div>
          <div><br>
          </div>
          <div>Vandana </div>
          <div><br>
          </div>
          <div><br>
          </div>
          <div><br>
            <br>
            <hr id="gmail-m_5367970690383311399gmail-m_-2270536429920625913zwchr">
            <div style="color:rgb(0,0,0);font-weight:normal;font-style:normal;text-decoration:none;font-family:Helvetica,Arial,sans-serif;font-size:12pt"><b>From:
              </b>"Callie Berman" <a href="mailto:pedagog@lists.riseup.net" target="_blank"><pedagog@lists.riseup.net></a><br>
              <b>To: </b>"Wendy Harcourt" <a href="mailto:harcourt@iss.nl" target="_blank"><harcourt@iss.nl></a><br>
              <b>Cc: </b>"PeDAGoG" <a href="mailto:pedagog@lists.riseup.net" target="_blank"><pedagog@lists.riseup.net></a>,
              "Ashish Kothari" <a href="mailto:ashishkothari@riseup.net" target="_blank"><ashishkothari@riseup.net></a><br>
              <b>Sent: </b>Monday, May 25, 2020 7:15:15 AM<br>
              <b>Subject: </b>Re: [PeDAGoG] Open Discussion and Updates
              (May 2020)<br>
              <br>
              <div dir="ltr">Dear Ashish and Dear PeDAGoG members,<br>
                <br>
                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).<br>
                <br>
                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.<br>
                <br>
                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.<br>
                <br>
                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.<br>
                <br>
                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.<br>
                <br>
                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 <i>with them</i>? To let
                their actions and behaviors guide the conversation? To
                actual be with them rather than merely talking <i>about
                  them</i>? 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.   <br>
                <br>
                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.<br>
                <br>
                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?<br>
                <br>
                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.<br>
                <br>
                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’?<br>
                <br>
                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 <i>we
                  do not have the language for it</i>. 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.<br>
                <br>
                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.<br>
                <br>
                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.<br>
                <br>
                My warm regards from Cambridge and deep thanks for this
                group,<br>
                <br>
                Callie<br>
                <br>
                (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)<span></span>
              </div>
              <br>
              <div class="gmail_quote">
                <div dir="ltr" class="gmail_attr">On Sun, May 24, 2020
                  at 10:29 AM Wendy Harcourt <<a href="mailto:harcourt@iss.nl" target="_blank">harcourt@iss.nl</a>>
                  wrote:<br>
                </div>
                <blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">
                  <div dir="ltr">
                    <div>
                      Dear Ashish</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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.</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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?</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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.</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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.</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      warm greetings from Rome</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      Wendy</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      <a href="https://www.wegoitn.org/wego-in-action/wego-and-degrowth/" id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPlnk835038" target="_blank">https://www.wegoitn.org/wego-in-action/wego-and-degrowth/</a><br>
                    </div>
                    <div>
                      <br>
                    </div>
                    <div>
                      <br>
                    </div>
                    <div>
                      As I mentioned earlier the convivial thinking
                      project is a wonderful place to be learning with. <a href="https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/" id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPlnk217888" target="_blank">https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/</a></div>
                    <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly93d3cuY29udml2aWFsdGhpbmtpbmcub3JnL2luZGV4LnBocC9jb2xsYWJvcmF0aW9uL2NhbGxzLWZvci1jb250cmlidXRpb24v" style="width:100%;margin-top:16px;margin-bottom:16px;max-width:800px;min-width:424px">
                      <table id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPContainer660481" style="padding:12px 36px 12px 12px;width:100%;border:1px solid rgb(200,200,200);border-radius:2px">
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                            <td>
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                                <a id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPImageAnchor660481" href="https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/" target="_blank"><img id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPThumbnailImageId660481" alt="" style="display: block;" src="https://www.convivialthinking.org/wp-content/uploads/2020/02/Peripherie-300x56.jpg" width="240" height="44"></a></div>
                            </td>
                            <td style="width:100%">
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPTitle660481">
                                <a id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPUrlAnchor660481" href="https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/" style="text-decoration:none" target="_blank">calls,
                                  events, conferences – Convivial
                                  Thinking</a></div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPDescription660481">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 ...</div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPMetadata660481">
                                <a href="http://www.convivialthinking.org" target="_blank">www.convivialthinking.org</a></div>
                            </td>
                          </tr>
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                      </table>
                    </div>
                    <br>
                    <div>
                      <br>
                    </div>
                    <div>
                      <br>
                    </div>
                    <div>
                      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 - </div>
                    <div>
                      <a href="https://www.wegoitn.org/online-learning/resources__trashed/course-materials/" id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPlnk502385" target="_blank">https://www.wegoitn.org/online-learning/resources__trashed/course-materials/</a></div>
                    <div>
                      <br>
                    </div>
                    <div>
                      <br>
                    </div>
                    <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly93d3cud2Vnb2l0bi5vcmcvb25saW5lLWxlYXJuaW5nL3Jlc291cmNlc19fdHJhc2hlZC9jb3Vyc2UtbWF0ZXJpYWxzLw.." style="width:100%;margin-top:16px;margin-bottom:16px;max-width:800px;min-width:424px">
                      <table id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPContainer439426" style="padding:12px 36px 12px 12px;width:100%;border:1px solid rgb(200,200,200);border-radius:2px">
                        <tbody>
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                            <td style="width:100%">
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPTitle439426">
                                <a id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPUrlAnchor439426" href="https://www.wegoitn.org/online-learning/resources__trashed/course-materials/" style="text-decoration:none" target="_blank">Course
                                  materials - WEGO-ITN</a></div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPDescription439426">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"</div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPMetadata439426">
                                <a href="http://www.wegoitn.org" target="_blank">www.wegoitn.org</a></div>
                            </td>
                          </tr>
                        </tbody>
                      </table>
                    </div>
                    <div>
                      <span>working
                        also with undisciplined environments</span><br>
                    </div>
                    <div>
                      <br>
                    </div>
                    <div>
                      <a href="https://undisciplinedenvironments.org/" id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPlnk378148" target="_blank">https://undisciplinedenvironments.org/</a><br>
                    </div>
                    <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly91bmRpc2NpcGxpbmVkZW52aXJvbm1lbnRzLm9yZy8." style="width:100%;margin-top:16px;margin-bottom:16px;max-width:800px;min-width:424px">
                      <table id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPContainer265989" style="padding:12px 36px 12px 12px;width:100%;border:1px solid rgb(200,200,200);border-radius:2px">
                        <tbody>
                          <tr style="border-spacing:0px" valign="top">
                            <td style="width:100%">
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPTitle265989">
                                <a id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPUrlAnchor265989" href="https://undisciplinedenvironments.org/" style="text-decoration:none" target="_blank">Undisciplined
                                  Environments</a></div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPDescription265989">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.</div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPMetadata265989">
                                <a href="http://undisciplinedenvironments.org" target="_blank">undisciplinedenvironments.org</a></div>
                            </td>
                          </tr>
                        </tbody>
                      </table>
                    </div>
                    <br>
                    <div>
                      <br>
                    </div>
                    <div>
                      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 ...</div>
                    <div>
                      <br>
                    </div>
                    <div>
                      The <font size="1" face="Times New Roman"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:8pt">  </span></font><font size="2" face="Times New Roman"><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:8pt;color:rgb(0,185,241)">Well-being,
                          Ecology, Gender and cOmmunity – </span><span style="margin:0px;font-family:Arial,Helvetica,sans-serif;font-size:8pt;color:rgb(0,185,241)">Innovation
                          Training Network</span></font> <img src="cid:1731d9d1a305deb14d11" width="158.8125" height="50"></div>
                    <div>
                      <br>
                    </div>
                    <div>
                      I am coordinating now has on-line sources as well </div>
                    <div>
                      <br>
                    </div>
                    <div>
                      <a href="https://www.wegoitn.org/research-design/" id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPlnk231953" target="_blank">https://www.wegoitn.org/research-design/</a><br>
                    </div>
                    <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly93d3cud2Vnb2l0bi5vcmcvcmVzZWFyY2gtZGVzaWduLw.." style="width:100%;margin-top:16px;margin-bottom:16px;max-width:800px;min-width:424px">
                      <table id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPContainer651678" style="padding:12px 36px 12px 12px;width:100%;border:1px solid rgb(200,200,200);border-radius:2px">
                        <tbody>
                          <tr style="border-spacing:0px" valign="top">
                            <td style="width:100%">
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPTitle651678">
                                <a id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPUrlAnchor651678" href="https://www.wegoitn.org/research-design/" style="text-decoration:none" target="_blank">Research
                                  design - WEGO-ITN</a></div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPDescription651678">More
                                videos will be uploaded soon.</div>
                              <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230LPMetadata651678">
                                <a href="http://www.wegoitn.org" target="_blank">www.wegoitn.org</a></div>
                            </td>
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                        </tbody>
                      </table>
                    </div>
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                      <br>
                    </div>
                    <hr style="display:inline-block;width:98%">
                    <div id="gmail-m_5367970690383311399gmail-m_-2270536429920625913gmail-m_4142143797238169230divRplyFwdMsg" dir="ltr"><font style="font-size:11pt" face="Calibri, sans-serif" color="#000000"><b>From:</b>
                        <a href="mailto:pedagog-request@lists.riseup.net" target="_blank">pedagog-request@lists.riseup.net</a>
                        <<a href="mailto:pedagog-request@lists.riseup.net" target="_blank">pedagog-request@lists.riseup.net</a>>
                        on behalf of Ashish Kothari <<a href="mailto:ashishkothari@riseup.net" target="_blank">ashishkothari@riseup.net</a>><br>
                        <b>Sent:</b> 24 May 2020 09:31<br>
                        <b>To:</b> PeDAGoG <<a href="mailto:pedagog@lists.riseup.net" target="_blank">pedagog@lists.riseup.net</a>><br>
                        <b>Cc:</b> Ashish Kothari <<a href="mailto:ashishkothari@riseup.net" target="_blank">ashishkothari@riseup.net</a>><br>
                        <b>Subject:</b> Re: [PeDAGoG] Open Discussion
                        and Updates (May 2020)</font>
                      <div> </div>
                    </div>
                    <div>
                      <p>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.
                        <br>
                      </p>
                      <p>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
                        <font color="#ff0000"><a href="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" target="_blank">https://pad.globaltapestryofalternatives.org/pedagog</a></font>.
                        <br>
                      </p>
                      <p>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? <br>
                      </p>
                    </div>
                  </div>
                  ---<br>
                  PeDAGoG: Post-Development Academic-Activist Global
                  Group<br>
                  To unsubscribe: <mailto:<a href="mailto:pedagog-unsubscribe@lists.riseup.net" target="_blank">pedagog-unsubscribe@lists.riseup.net</a>><br>
                  List help: <<a href="https://riseup.net/lists" rel="noreferrer" target="_blank">https://riseup.net/lists</a>><br>
                </blockquote>
              </div>
              <br>
              ---<br>
              PeDAGoG: Post-Development Academic-Activist Global Group<br>
              To unsubscribe:
              <a href="mailto:pedagog-unsubscribe@lists.riseup.net" target="_blank"><mailto:pedagog-unsubscribe@lists.riseup.net></a><br>
              List help: <a href="https://riseup.net/lists" target="_blank"><https://riseup.net/lists></a><br>
            </div>
            <br>
          </div>
        </div>
      </div>
    </blockquote>
  </div>

_______________________________________________<br>
GTA-PeDAGoG mailing list<br>
<a href="mailto:GTA-PeDAGoG@lists.ourproject.org" target="_blank">GTA-PeDAGoG@lists.ourproject.org</a><br>
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</blockquote></div>
</div>