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<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 class="moz-txt-link-freetext" href="https://www.localfutures.org/from-livelihoods-to-deadlihoods/">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 class="moz-txt-link-abbreviated" href="http://www.radicalecologicaldemocracy.org">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 class="moz-signature" cols="72">LATEST! Pluriverse: A Post-Development Dictionary (thepluriverse.org)
and <a class="moz-txt-link-abbreviated" href="http://www.globaltapestryofalternatives.org">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 class="moz-txt-link-freetext" href="http://kalpavriksh.org">http://kalpavriksh.org</a>
<a class="moz-txt-link-abbreviated" href="http://www.vikalpsangam.org">www.vikalpsangam.org</a>
<a class="moz-txt-link-abbreviated" href="http://www.radicalecologicaldemocracy.org">www.radicalecologicaldemocracy.org</a>
<a class="moz-txt-link-abbreviated" href="http://www.iccaconsortium.org">www.iccaconsortium.org</a>
<a class="moz-txt-link-abbreviated" href="http://www.acknowlej.org">www.acknowlej.org</a>
<a class="moz-txt-link-freetext" href="http://ashishkothari51.blogspot.in/">http://ashishkothari51.blogspot.in/</a>
Twitter: @chikikothari
</pre>
<div class="moz-cite-prefix">On 06/06/20 10:55 am, <a class="moz-txt-link-abbreviated" href="mailto:singhvan@rcn.com">singhvan@rcn.com</a>
wrote:<br>
</div>
<blockquote type="cite"
cite="mid:776918218.11726162.1591421113699.JavaMail.root@rcn.com">
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<div style="font-family: times new roman,new york,times,serif;
font-size: 12pt; color: #000000">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="zwchr">
<div
style="color:#000;font-weight:normal;font-style:normal;text-decoration:none;font-family:Helvetica,Arial,sans-serif;font-size:12pt;"><b>From:
</b>"Callie Berman" <a class="moz-txt-link-rfc2396E" href="mailto:pedagog@lists.riseup.net"><pedagog@lists.riseup.net></a><br>
<b>To: </b>"Wendy Harcourt" <a class="moz-txt-link-rfc2396E" href="mailto:harcourt@iss.nl"><harcourt@iss.nl></a><br>
<b>Cc: </b>"PeDAGoG" <a class="moz-txt-link-rfc2396E" href="mailto:pedagog@lists.riseup.net"><pedagog@lists.riseup.net></a>,
"Ashish Kothari" <a class="moz-txt-link-rfc2396E" href="mailto:ashishkothari@riseup.net"><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"
moz-do-not-send="true">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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
Dear Ashish</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
warm greetings from Rome</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
Wendy</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<a
href="https://www.wegoitn.org/wego-in-action/wego-and-degrowth/"
id="gmail-m_4142143797238169230LPlnk835038"
target="_blank" moz-do-not-send="true">https://www.wegoitn.org/wego-in-action/wego-and-degrowth/</a><br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<br>
</div>
<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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_4142143797238169230LPlnk217888"
target="_blank" moz-do-not-send="true">https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/</a></div>
<div
id="gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly93d3cuY29udml2aWFsdGhpbmtpbmcub3JnL2luZGV4LnBocC9jb2xsYWJvcmF0aW9uL2NhbGxzLWZvci1jb250cmlidXRpb24v"
style="width:100%;margin-top:16px;margin-bottom:16px;max-width:800px;min-width:424px">
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<a
id="gmail-m_4142143797238169230LPImageAnchor660481"
href="https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/"
target="_blank" moz-do-not-send="true"><img
id="gmail-m_4142143797238169230LPThumbnailImageId660481" alt=""
style="display: block;"
src="https://www.convivialthinking.org/wp-content/uploads/2020/02/Peripherie-300x56.jpg"
moz-do-not-send="true" width="240"
height="44"></a></div>
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<div
id="gmail-m_4142143797238169230LPTitle660481"
style="font-size:21px;font-weight:300;margin-right:8px;font-family:wf_segoe-ui_light,"Segoe
UI Light","Segoe WP
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UI","Segoe
WP",Tahoma,Arial,sans-serif;margin-bottom:12px">
<a
id="gmail-m_4142143797238169230LPUrlAnchor660481"
href="https://www.convivialthinking.org/index.php/collaboration/calls-for-contribution/"
style="text-decoration:none"
target="_blank" moz-do-not-send="true">calls,
events, conferences – Convivial
Thinking</a></div>
<div
id="gmail-m_4142143797238169230LPDescription660481"
style="font-size:14px;max-height:100px;color:rgb(102,102,102);font-family:wf_segoe-ui_normal,"Segoe
UI","Segoe
WP",Tahoma,Arial,sans-serif;margin-bottom:12px;margin-right:8px;overflow:hidden">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_4142143797238169230LPMetadata660481"
style="font-size:14px;font-weight:400;color:rgb(166,166,166);font-family:wf_segoe-ui_normal,"Segoe
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<a
href="http://www.convivialthinking.org"
target="_blank" moz-do-not-send="true">www.convivialthinking.org</a></div>
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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 style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<a
href="https://www.wegoitn.org/online-learning/resources__trashed/course-materials/"
id="gmail-m_4142143797238169230LPlnk502385"
target="_blank" moz-do-not-send="true">https://www.wegoitn.org/online-learning/resources__trashed/course-materials/</a></div>
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<a
id="gmail-m_4142143797238169230LPUrlAnchor439426"
href="https://www.wegoitn.org/online-learning/resources__trashed/course-materials/"
style="text-decoration:none"
target="_blank" moz-do-not-send="true">Course
materials - WEGO-ITN</a></div>
<div
id="gmail-m_4142143797238169230LPDescription439426"
style="font-size:14px;max-height:100px;color:rgb(102,102,102);font-family:wf_segoe-ui_normal,"Segoe
UI","Segoe
WP",Tahoma,Arial,sans-serif;margin-bottom:12px;margin-right:8px;overflow:hidden">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>
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target="_blank" moz-do-not-send="true">www.wegoitn.org</a></div>
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Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<span style="font-family:"Times New
Roman",Times,serif;background-color:rgb(255,255,255);display:inline">working
also with undisciplined environments</span><br>
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<br>
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<div style="font-family:"Times New
Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
<a href="https://undisciplinedenvironments.org/"
id="gmail-m_4142143797238169230LPlnk378148"
target="_blank" moz-do-not-send="true">https://undisciplinedenvironments.org/</a><br>
</div>
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id="gmail-m_4142143797238169230LPBorder_GTaHR0cHM6Ly91bmRpc2NpcGxpbmVkZW52aXJvbm1lbnRzLm9yZy8."
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id="gmail-m_4142143797238169230LPContainer265989"
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id="gmail-m_4142143797238169230LPTitle265989"
style="font-size:21px;font-weight:300;margin-right:8px;font-family:wf_segoe-ui_light,"Segoe
UI Light","Segoe WP
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<a
id="gmail-m_4142143797238169230LPUrlAnchor265989"
href="https://undisciplinedenvironments.org/"
style="text-decoration:none"
target="_blank" moz-do-not-send="true">Undisciplined
Environments</a></div>
<div
id="gmail-m_4142143797238169230LPDescription265989"
style="font-size:14px;max-height:100px;color:rgb(102,102,102);font-family:wf_segoe-ui_normal,"Segoe
UI","Segoe
WP",Tahoma,Arial,sans-serif;margin-bottom:12px;margin-right:8px;overflow:hidden">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_4142143797238169230LPMetadata265989"
style="font-size:14px;font-weight:400;color:rgb(166,166,166);font-family:wf_segoe-ui_normal,"Segoe
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<a
href="http://undisciplinedenvironments.org"
target="_blank" moz-do-not-send="true">undisciplinedenvironments.org</a></div>
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<div style="font-family:"Times New
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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>
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Roman",Times,serif;font-size:12pt;color:rgb(0,0,0)">
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The <font size="1" face="Times New Roman"><span
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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
style="margin: 0px; font-family: "Times New
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I am coordinating now has on-line sources as well </div>
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<a href="https://www.wegoitn.org/research-design/"
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target="_blank" moz-do-not-send="true">https://www.wegoitn.org/research-design/</a><br>
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design - WEGO-ITN</a></div>
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style="font-size:14px;max-height:100px;color:rgb(102,102,102);font-family:wf_segoe-ui_normal,"Segoe
UI","Segoe
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videos will be uploaded soon.</div>
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<div id="gmail-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" moz-do-not-send="true">pedagog-request@lists.riseup.net</a>
<<a
href="mailto:pedagog-request@lists.riseup.net"
target="_blank" moz-do-not-send="true">pedagog-request@lists.riseup.net</a>>
on behalf of Ashish Kothari <<a
href="mailto:ashishkothari@riseup.net"
target="_blank" moz-do-not-send="true">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" moz-do-not-send="true">pedagog@lists.riseup.net</a>><br>
<b>Cc:</b> Ashish Kothari <<a
href="mailto:ashishkothari@riseup.net"
target="_blank" moz-do-not-send="true">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" moz-do-not-send="true">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>
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target="_blank" moz-do-not-send="true">pedagog-unsubscribe@lists.riseup.net</a>><br>
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</blockquote>
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<br>
---<br>
PeDAGoG: Post-Development Academic-Activist Global Group<br>
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