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robertogreco : indigeneity   45

How To Build the Zero-Carbon Economy
"The Green New Deal sets an ambitious goal. Here’s how to get there."



"THE ANISHINAABE PEOPLE HAVE A PROPHECY that a time will come when we have to choose between two paths: one scorched, one green. For those who choose the green path, a more peaceful era will follow—known as the Eighth Fire—in which the Anishinaabeg will return to our teaching of Mino Bimaatisiiwin, the Good Life. Mino Bimaatisiiwin is based on reciprocity, affirmation and reverence for the laws of Nature—quite a different value system from that of the Gross National Product.

How to ensure we make the right choice is the art of now. As Dakota philosopher and poet John Trudell often says, first you have to “keep the beast out of the garden.” I refer to the beast that’s destroying our collective garden as Wiindigo (cannibal) economics—the practice of extracting every last bit of oil just because you’ve got the technology to do it, ecosystems be damned.

Killing Wiindigo economics is doable, but it will be a big job. We must work with the determination of people who actually intend to survive, and we must find the Achilles’ heels of the current system. For inspiration, look to the roughly $8 trillion moving out of the fossil fuel industry thanks to global divestment campaigns. Look to the social movements emerging as water protectors block “Black Snakes”—that is, oil pipelines. Enbridge’s Line 3 pipeline is another year behind schedule while renewable energy moves ahead.

So, what’s next?

We need a Green New Deal—or as I prefer to call it, a Sitting Bull Plan. As Sitting Bull once said, “Let us put our minds together to see what kind of future we can make for our children.” That’s what’s we need—to put our minds together.

The plan proposed by Rep. Alexandria Ocasio-Cortez (D-N.Y.) and Sen. Ed Markey (D-Mass.) offers the beginning of a new green path. In the pages that follow, writers from the movement put their minds together to chart that path.

In “How To Bury the Fossil Fuel Industry” [http://inthesetimes.com/features/green-new-deal-public-control-of-coal-fossil-fuel-industry.html ], journalist Kate Aronoff tells us how to kill the Black Snakes. Currently, the energy sector makes up around 6 percent of U.S. GDP. Enbridge’s Line 3 is just one $2.9 billion hemorrhage, all for a Canadian corporation to get some filthy tar sands oil to bake the planet. Time to get some control over that sector—being an oil addict is a drag.

In “Electric Companies Won't Go Green Unless the Public Takes Control” [http://inthesetimes.com/features/green-new-deal-solar-power-local-control.html ], Johanna Bozuwa and Gar Alperovitz tell us to get local on energy. A study in New Jersey suggests that each megawatt of community solar installed generates around $1.8 million of total economic impact during construction, operation and maintenance. Community solar projects allow families, tribal governments and municipalities to combine their efforts to go solar, which allows people who may not have suitable rooftops, or who face financial or regulatory barriers, to access renewable energy. That’s real energy security.


In “We Produce Too Much Food. The Green New Deal Can Stop This.” [http://inthesetimes.com/features/green-new-deal-food-production.html ], Eric Holt-Giménez of Food First reminds us that we have a food overproduction problem. How baffling is it that we waste roughly 40 percent of our food in the United States? A study once found that Chicagoans’ fruits and vegetables travel an average of 1,500 miles from farm to table; we also slather them with fossil fuel-based chemicals, from everything ending with -cide to the plastic packaging. In the meantime, Indigenous nations worldwide are adapting to the times. Through the agroecological techniques Holt-Giménez proposes, we could grow less food, nearer to home, and grow it better. Organic agriculture sequesters carbon and rebuilds top soil—might want to stick with ancient, time-tested wisdom. The carbon needs to be in the soil, not the air.

In “Making the Green New Deal Work for Workers” [http://inthesetimes.com/features/green-new-deal-worker-transition-jobs-plan.html ], Jeremy Brecher of the Labor Network for Sustainability points out that cleaning up this mess will mean jobs. Lots of them. America has a D+ in infrastructure. For every $1 million invested in energy efficiency alone, anywhere from 12 to 20 jobs are created. Restorative economies are full of employment, and a Green New Deal can require fossil fuel companies to invest in them. It’s about making the spoiled children known as American corporations clean up their own messes before they go bankrupt.

In “The Green New Deal Must Have a Zero Waste Policy” [http://inthesetimes.com/features/green-new-deal-zero-waste-policy.html ], Kali Akuno of Cooperation Jackson says it’s time to tame your inner Wiindigo. So much of the stuff we produce ends up in a landfill. No time like the present to change that. We need to move from a production chain to a production cycle based on reuse, and start banning plastic straws, bags and all that stuff. And then we figure out how to do this all, better. No way should we be trying to fill our gullets with so much excess; what we need is to be efficient and elegant.

Finally, in “How Trade Agreements Stand in the Way of an International Green New Deal” [http://inthesetimes.com/features/green-new-deal-trade-deals-emissions.html ], Basav Sen of the Institute for Policy Studies shows we need to look beyond the invisible borders created by colonial powers. I think of this land as Akiing, the land to which the people belong. Those borders make no sense to a storm, a flood or the wind. Climate change is international. We must be, too.

The Anishinaabeg are instructed that in each deliberation, we must consider the impact upon the seventh generation from now. This teaching can guide a life, a social movement and ultimately an economy.

The essential elements of intergenerational equity involve renegotiating and restoring a relationship to ecological systems, to Mother Earth. It’s not just making sure that you can buy a solar cellphone charger from Amazon. It means a restorative and regenerative economy. It also means justice—from a just transition for workers, to an interspecies, intergenerational and international justice.

The time you kill a Wiindigo is in the summer. When the warmth of the sun returns to the north country. There’s a proverb, “They tried to bury us, but they didn’t know we were seeds.” It’s time to plant the seeds."



"WINONA LADUKE is Anishinaabe, a writer, an economist and a hemp farmer, working on a book about the Eighth Fire and the Green New Deal. She is ready for the Green Path, and would prefer not to spend her golden years cleaning up the messes of entitled white men.

LaDuke lives and works on the White Earth reservation in northern Minnesota, where she founded the White Earth Land Recovery Project. She is program director of Honor the Earth and a two-time vice presidential candidate with Ralph Nader on the Green Party ticket."
zero-carbon  economics  climate  climatechange  globalwarming  greennewdeal  2019  winonaladuke  legacy  inheritance  ancestry  indigeneity  indigenous  politics  policy  sittingbullplan  alexandriaocasio-cortez  edmarkey  katearonoff  johannabozywa  garalperovitz  ericholt-giménez  jeremybrecher  kaliakuno  cooperation  cooperationjackson  basavsen  waste 
9 hours ago by robertogreco
A Message From the Future With Alexandria Ocasio-Cortez - YouTube
"What if we actually pulled off a Green New Deal? What would the future look like? The Intercept presents a film narrated by Alexandria Ocasio-Cortez and illustrated by Molly Crabapple.

Set a couple of decades from now, the film is a flat-out rejection of the idea that a dystopian future is a forgone conclusion. Instead, it offers a thought experiment: What if we decided not to drive off the climate cliff? What if we chose to radically change course and save both our habitat and ourselves?

We realized that the biggest obstacle to the kind of transformative change the Green New Deal envisions is overcoming the skepticism that humanity could ever pull off something at this scale and speed. That’s the message we’ve been hearing from the “serious” center for four months straight: that it’s too big, too ambitious, that our Twitter-addled brains are incapable of it, and that we are destined to just watch walruses fall to their deaths on Netflix until it’s too late.

This film flips the script. It’s about how, in the nick of time, a critical mass of humanity in the largest economy on earth came to believe that we were actually worth saving. Because, as Ocasio-Cortez says in the film, our future has not been written yet and “we can be whatever we have the courage to see.”"

[See also:
https://theintercept.com/2019/04/17/green-new-deal-short-film-alexandria-ocasio-cortez/

"The question was: How do we tell the story of something that hasn’t happened yet?

We realized that the biggest obstacle to the kind of transformative change the Green New Deal envisions is overcoming the skepticism that humanity could ever pull off something at this scale and speed. That’s the message we’ve been hearing from the “serious” center for four months straight: that it’s too big, too ambitious, that our Twitter-addled brains are incapable of it, and that we are destined to just watch walruses fall to their deaths on Netflix until it’s too late.

This skepticism is understandable. The idea that societies could collectively decide to embrace rapid foundational changes to transportation, housing, energy, agriculture, forestry, and more — precisely what is needed to avert climate breakdown — is not something for which most of us have any living reference. We have grown up bombarded with the message that there is no alternative to the crappy system that is destabilizing the planet and hoarding vast wealth at the top. From most economists, we hear that we are fundamentally selfish, gratification-seeking units. From historians, we learn that social change has always been the work of singular great men.

Science fiction hasn’t been much help either. Almost every vision of the future that we get from best-selling novels and big-budget Hollywood films takes some kind of ecological and social apocalypse for granted. It’s almost as if we have collectively stopped believing that the future is going to happen, let alone that it could be better, in many ways, than the present.

The media debates that paint the Green New Deal as either impossibly impractical or a recipe for tyranny just reinforce the sense of futility. But here’s the good news: The old New Deal faced almost precisely the same kinds of opposition — and it didn’t stop it for a minute."]
alexandriaocasio-cortez  2019  mollycrabapple  greennewdeal  speculativefiction  politics  policy  future  climatechange  globalwarming  1988  us  oil  petroleum  fossilfuels  environment  sustainability  puertorico  crisis  change  food  transportation  economics  capitalism  inequality  medicareforall  livingwages  labor  work  infrastructure  trains  masstransit  publictransit  americorps  unions  indigenous  indigeneity  childcare  care  caring  teaching  domesticwork  universalrights  healthcare  humanism  humanity  avilewis  naomiklein  skepticism  imagination  newdeal  fdr  wpa  greatdepression  moonshots  art  artists  collectivism  society 
yesterday by robertogreco
Critical Perspectives on Soka’s Lu’au
"In its 10th anniversary this year, the Lū’au performance is one of our oldest traditions here at Soka. The club which spearheads it every year is called, “Ka Pilina Ho’olokahi,” which means “the coming together in harmony for peace” in the Hawaiian language.

Growing up in Hawai’i, we understood how direly peace in the Pacific was needed. I watched as the place where I grew up ballooned with military bases and personnel. We watched the Hawaiian Islands bend beyond their capacity to host tourists. We saw the cost of living skyrocket and the number of people evicted from their homes turn into a crisis overlooked every year. I am not Kānaka (Native Hawaiian), and I cannot say I have experienced the same displacement and loss of agency over land as Native Hawaiians have in the last century. However, as the daughter of a Filipina immigrant, I can say I know what it’s like to hear that you will never be able to go back to your home because it is too polluted, too politically unsafe, and void of opportunity. For Filipinas, the displacement of our people was mechanized by the same forces which continue to displace and extract from Native Hawaiians. The parallels of the occupation of our homelands have been, at times, painful to compare because of their stark similarities.

So, when people ask me about the Lū’au or Hawai’i, I’m met with conflicting feelings. It touches me that people are so dedicated to planning and executing an event meant to celebrate a place I care for and want to protect. However, when people ask me about the Lū’au, I can’t help but think of my own experiences in Waikīkī, where I would pick up my cousins after their shifts working at “lū’aus.” After working in the tourism industry since I was 14, I’ve become critical of its mechanisms. In this article, I hope to unpack our involvement in Hawaii’s history of colonization, cultural extraction, and commercialization by tourism developers.

Activist, author, poet, and Professor of Hawaiian Studies at the University of Hawai’i, Haunani-Kay Trask, wrote the essay “‘Lovely Hula Hands’: Corporate Tourism and the Prostitution of Hawaiian Culture,” [https://journals.lib.unb.ca/index.php/bl/article/view/24958/28913 ] which delineated the cultural commodification mechanized by tourist industries she witnessed as a Native Hawaiian woman. She provides her analysis placed amongst the backdrop of the linguistic genocide, land theft, and unjust annexation to statehood Native Hawaiian people faced. Trask posits that the tourism industry extracts and commercializes Hawai’i and Hawaiian culture into a consumable and often times sexualized fantasy. She writes, “To most Americans, then, Hawai’i is theirs: to use, to take, and, above all, to fantasize about long after the experience…. Just five hours away by plane from California, Hawai’i is a thousand light years away in fantasy. Mostly a state of mind, Hawai’i is the image of escape from the rawness and violence of daily American Life.” In her essay, Trask argues that these fantasy-based images of Hawai’i strip it of its political history, culture, language, and people.

Other Native Hawaiian scholars such as @haymakana [https://twitter.com/haymakana/status/1036950291902590976 ], a Ph.D. student with interests in indigenous education and race in Hawaii, have spoken out against the exploitation of Native Hawaiian culture through the tourism industry. Here, she explains how images and fantasy of escape come at the expense of Native Hawaiians, leading to more Kānaka (Native Hawaiian) displacement: “When you fantasize about laying on our beaches you fantasize about tearing us away from our homeland and our ‘ohana that still live there … Kānaka are being displaced by hotels, rich people’s summer homes, Airbnbs, etc.”

From the perspective of a resident, I can also attest that the overwhelming presence of tourism contributes to the rising cost of living, homelessness, environmental destruction, and sex trafficking within our communities.

Other scholars such as Gregory Pōmaika’i [https://twitter.com/gspomaikai/status/1112163934734172162 ], a Ph.D. student at UC San Diego with interests in the Hawaiian diaspora in Las Vegas, Nevada, militarism, and queer Indigenous relations of off-island resurgence, responded to @haymakana’s thread with their own.

In this instance, Pōmaika’i affirms the sentiment originally proposed by @haymakana. They argue that the extraction of Kanaka Maoli (Native Hawaiian) otherness is exploitive, but goes mostly unchecked by the usual assumption of innocence under Euro-American audiences. They expound upon the common phenomena of Asian Americans who, due to their proximity based on settlement, diaspora, or existing within the category of Asian American Pacific Islanders, reap social or material capital off of Hawaiian culture due to their proximity to Hawai’i. Because of this and the universal ideas of “Hawai’i,” which are formed and normalized by the tourism industry, most audiences are less likely to question the cultural appropriateness of demonstrations of “Hawaiian culture,” especially those led by people who consider themselves proximate to Hawai’i.

Pōmaika’i later goes on to stress the importance of solidarity, rather than extraction, when it comes to showing up for indigenous folk. As settlers within a system of settler-colonialism, which automatically defers to our protection rather than indigenous folk, how are we showing up for them? Are we still following outdated models of racism and settler-colonialism where we are only assessing our liability based on our conscious prejudices and attitudes? Or are we critically evaluating our involvement within systems which subjugate others based on race and class?

I’ve spoken to Ka’pilina members who, from the bottom of their heart, believe they are part of the preservation of Hawaiian culture. However, I think Pōmaika’i, @haymakana, and Trask would all agree that the very concept of a Lū’au pulls from tourism-based ideas of Hawaii—ideas inevitably predicated on Native Hawaiian displacement. I’ve spoken to Lū’au officials who have told me that they don’t know about the Kanaka Maoli. These interactions led me to question what qualifications officials who have either varying or no connections to Hawai’i have for culture preservation. In what way are we actively able to combat Native Hawaiian stereotypes if there is no one involved who can call them out and unpack them? To what point is our relationship to Hawai’i extractive, especially if we’re, intentionally or not, upholding fantasy ideals of what Hawai’i is? These are questions of self-reflection which I hope my article can help facilitate within our community. Images of a commodified culture, made accessible to us and which remain pervasive after years of colonization, will persist in spaces vacuous of critical thought. So from here, I hope we may critically assess, how to move forward without perpetuating the commodification of Native Hawaiian culture.

Post notes: Soka’s Lū’au will be donating a small amount of the proceeds, all accumulated through the raffle, to a Hawaiian cultural preservation non-profit. I am happy about these donations, but I hope this will not excuse us from engaging in critical reflection of our actions."
sokauniversityofamerica  via:sophia  2019  hawaii  cultue  criticism  luau  haunani-kaytrask  tourism  exploitation  solidarity  extraction  indigeneity  indigenous  gregorypōmaika’i  kanakamaoli  commodification  stereotypes  kapalina 
9 days ago by robertogreco
‘With or Without You’: Naturalising Migrants and the Never-Ending Tragedy of Liberalism | Salvage
"To be homeless is to be nameless. He. The existence of a migrant worker.

John Berger

*

The One Day Without Us campaign was launched in the UK in October 2016 ‘in reaction to the rising tide of post-Brexit street- level racism and xenophobia’ and, according to its website, ‘the divisive and stridently anti-migrant rhetoric emanating from too many politicians that has accompanied it.’ It held its target protest day on Monday 20 February 2017. ‘At a time when the political discussion about migration too often depicts a false narrative of “us versus them”, and when migrants are too often excluded from a debate that is supposedly about them, we wanted to provide an opportunity for migrants and British nationals to come together and celebrate the vital role that migrants play within their own communities.’ The campaign thus aimed to showcase a variety of pro-migrant sentiment and action across the UK. At my workplace, students and staff were encouraged to write on Post-its pinned to a map of the world their messages of support and solidarity, and what migrants meant to them. In other workplaces, one particularly striking message passing on social media emerged from a series of pictures of people contrasting what their work cohort looked like with and without migrants.

Emphasising how many migrants constitute our workforce and everyday life is a helpful way to create a contrast between the rhetoric of anti-immigration politics and the reality of migrant integration. Yet numbers are also threatening to some when imagined through The Sun-fuelled metaphors of hordes, swarms, and floods of monsters, coming here, taking our jobs. In its more extreme forms, the vocabulary of anti-immigration rhetoric shifts between the registers of environmental disaster to war and crusade. Against this, the One Day Without Us actions send out a powerful message of solidarity by numerically performing the sudden disappearance of the migrants amongst us to conjure up a bond that feels increasingly unbound."



"Specifically, it seems logical to this ideology that where and to whom one is born should determine what resources and conditions one should survive in – justified legally by the respective principles of ius solis and ius sanguinis for determining nationality rights. The anti-immigrant rhetoric in most European countries today reinforces and restricts these principles. However, in other contexts such as North America, as Jessica Evans reminds us, indigenous peoples are ‘internal outsiders with a prior claim to both jus solis and jus sanguinis’ and yet ‘access to the state and to the right for a state of their own’ remains denied to them. In both contexts, however, xenophobic and exclusionary rhetoric finds refuge in the cataclysmic sense of emergency where everybody is meant to accept that the world is dying, resources are limited and cannot be shared, and, crucially, (European) Christian culture is threatened. Thus, people should stay where they are and deal with the lot they were given, whether this means war, famine, persecution, discrimination, colonial theft and trauma, unemployment, lack of healthcare, and more. What this implies is the erosion of the principle of solidarity. Although this principle, when coupled to Western liberal ideals, has often led to the worst of liberal interventionism’s civilising missions, it remains a cornerstone of basic human decency and co- existence, and of socialist politics. It therefore must be protected from European liberalism’s securitisation, retrenchment and paranoia.

Thus, the ‘with and without us’ message signals the challenge of this tragic yet never-ending liberalism, which, like the narrator character in the U2 song ‘With or Without You’, threatens to die but remains loudly and infuriatingly alive and dominant. Liberalism is currently deemed at risk by the advance of the far right; as critics of liberalism, should we not be rejoicing? No, because what is really at risk is not liberalism, but the principle of solidarity that some liberalism contains. Instead of dying, liberalism is merely becoming more and more securitised and economically ‘rational’. The principle of solidarity is trapped in the farcical tragedy of liberalism’s never-ending schizophrenic dance-off to two different songs; trying to cleave to its ideal of harmonious economic migration and human- rights discourse on one hand, and its need for retaining and cajoling the interests of state and capital through cheap labour and border controls on the other.

In ‘With or Without You’, Bono is wailing, taunting us with despair and the threat of death because the subject of his love brings him both joy and pain. He personifies today’s dominant ideology, asking migrants to stay and save liberalism’s soul, while complaining of how they threaten it, justifying the need to exploit them, detain them or kick them back into the equivalent of outer- space. Economic liberalism maintains and reproduces a moral discourse of righteousness and an institutional façade of human rights. Nevertheless, it must be rejected in toto because it necessarily also furthers a policy agenda of fear and social hierarchy that fills up the pockets of employers and fuels the growing migration security agenda and industry. Sonja Buckel captures this relation well when explaining that ‘managing migration’ means that ‘neoliberal open-border politics has been interwoven with a left- liberal humanitarian and human rights strategy, while also needing to make concessions to the conservative project’. Thus, she writes, ‘what is currently happening with the immigration crisis is not a crisis of neoliberalism. Instead, “managing migration” remains effective’.

The left can of course be co-opted into this management of migration, and this calls for vigilance towards instances when we see these categories and subjectivities being invoked and performed. To teach migration from a more critical perspective is to acknowledge and disturb our role as ‘educators’ or conductors of these categories and subjectivities. This means, firstly, to teach the origins of migration as a process tied to the commodification and value theory of labour, where workers are necessarily ‘moving- workers’ but have been alienated to only identify as national citizens or ‘bordered-workers’; and secondly, to rethink on a basic level how we are all necessarily migrants under capitalism.[2]"



"Specifically, it seems logical to this ideology that where and to whom one is born should determine what resources and conditions one should survive in – justified legally by the respective principles of ius solis and ius sanguinis for determining nationality rights. The anti-immigrant rhetoric in most European countries today reinforces and restricts these principles. However, in other contexts such as North America, as Jessica Evans reminds us, indigenous peoples are ‘internal outsiders with a prior claim to both jus solis and jus sanguinis’ and yet ‘access to the state and to the right for a state of their own’ remains denied to them. In both contexts, however, xenophobic and exclusionary rhetoric finds refuge in the cataclysmic sense of emergency where everybody is meant to accept that the world is dying, resources are limited and cannot be shared, and, crucially, (European) Christian culture is threatened. Thus, people should stay where they are and deal with the lot they were given, whether this means war, famine, persecution, discrimination, colonial theft and trauma, unemployment, lack of healthcare, and more. What this implies is the erosion of the principle of solidarity. Although this principle, when coupled to Western liberal ideals, has often led to the worst of liberal interventionism’s civilising missions, it remains a cornerstone of basic human decency and co- existence, and of socialist politics. It therefore must be protected from European liberalism’s securitisation, retrenchment and paranoia.

Thus, the ‘with and without us’ message signals the challenge of this tragic yet never-ending liberalism, which, like the narrator character in the U2 song ‘With or Without You’, threatens to die but remains loudly and infuriatingly alive and dominant. Liberalism is currently deemed at risk by the advance of the far right; as critics of liberalism, should we not be rejoicing? No, because what is really at risk is not liberalism, but the principle of solidarity that some liberalism contains. Instead of dying, liberalism is merely becoming more and more securitised and economically ‘rational’. The principle of solidarity is trapped in the farcical tragedy of liberalism’s never-ending schizophrenic dance-off to two different songs; trying to cleave to its ideal of harmonious economic migration and human- rights discourse on one hand, and its need for retaining and cajoling the interests of state and capital through cheap labour and border controls on the other.

In ‘With or Without You’, Bono is wailing, taunting us with despair and the threat of death because the subject of his love brings him both joy and pain. He personifies today’s dominant ideology, asking migrants to stay and save liberalism’s soul, while complaining of how they threaten it, justifying the need to exploit them, detain them or kick them back into the equivalent of outer- space. Economic liberalism maintains and reproduces a moral discourse of righteousness and an institutional façade of human rights. Nevertheless, it must be rejected in toto because it necessarily also furthers a policy agenda of fear and social hierarchy that fills up the pockets of employers and fuels the growing migration security agenda and industry. Sonja Buckel captures this relation well when explaining that ‘managing migration’ means that ‘neoliberal open-border politics has been interwoven with a left- liberal humanitarian and human rights strategy, while also needing to make concessions to the … [more]
capitalism  migration  border  borders  citizenship  2017  maïapal  nationalism  race  racism  immigration  canon  liberalism  frédériclordon  johnberger  onedaywithoutus  neoliberalism  sandromezzadra  policy  politics  economics  identity  division  marxism  subjectivity  mobility  containment  society  migrants  immigrants  jessicaevans  indigenous  indigeneity  outsiders  accumulation  materialism  consumerism  jeffreywilliamson  sonjabuckel  security  industry  humanrights  humanitarianism  ideology  labor  work  territory  territorialism  colonization  west  xenophobia  naturalization  sovereignty  globalization  globalism  slavery  servitude  war  environment  climatechange  climate  globalwarming  colinmooers  supremacy  backwardness  davidharvey  jasonmoore  dereksayer  structure  agency  whitesupremacy  criticalpedagogy 
6 weeks ago by robertogreco
Indigenous Knowledge Has Been Warning Us About Climate Change for Centuries - Pacific Standard
"Insofar as mainstream American society reckons with indigenous intellectual/scientific practices, it's as "non-overlapping magisteria," i.e. if they're true then they're not true in a way that would directly challenge our truths. So when Simpson speaks of the need for "ethical systems that promote the diversity of life," I think most Americans would understand "diversity of life" as an unquantifiable abstraction that we can translate into liberal ideals like interpersonal tolerance and non-conformity. But what if we took it literally instead?

The mass death of insects is an observable and measurable disrespect for the diversity of life on Earth, to which we can and should compare other patterns of human practice.

"Indigenous knowledge systems are rigorous, they pursue excellence, they are critical and comprehensive," Simpson says. "The global roots of the climatic crisis and the exploitation of natural resources are issues indigenous peoples have been speaking out against for hundreds of years." The proof is in the pudding: Colonists were warned by word and weapon that a system of individual land ownership would lead to ecological apocalypse, and here we are. What more could you ask from a system of truth and analysis than to alert you to a phenomenon like climate change before it occurs, with enough time to prevent it? That is significantly more than colonial science has offered.

The devaluation of indigenous political thought has nothing to do with its predictive ability. The ruling class produced by accumulation society simply will not put its own system up for debate. Thus the climate change policies we discuss—even and perhaps in particular the Green New Deal—take for granted not just the persistence of commodity accumulation, but its continued growth. As the economists Enno Schröder and Servaas Storm complain in their analysis of proposals for "green growth": "The belief that any of this half-hearted tinkering will lead to drastic cuts in CO2 emissions in the future is plain self-deceit." Economic output as we understand it, they say, must shrink.

If the indigenous critique sounds like an anti-capitalist one, it should. Drawing on the work of communist Glen Coulthard from the Yellowknives Dene First Nation, Simpson recognizes the language of Marxism as her own. "There is an assumption that socialism and communism are white and that indigenous peoples don't have this kind of thinking," she writes. "To me, the opposite is true." In As We Have Always Done, Simpson makes a gentle case for non-native comrades to follow this lead. For their part, contemporary Marxist scholars like Silvia Federici and Harry Harootunian have been reassessing doctrinaire ideas about the progressive nature of capitalism and the supposed backwardness of indigenous societies, a line of revision that's supported by recent changes to anthropological assumptions regarding the sophistication of pre-colonial technology and social organization.

Green growth, even in its social-democratic versions, isn't going to save the insects. But there exist alternative examples for the left, and for the world. While America's beehives are bare, Cuba's are thriving, which led to the tragicomically western Economist headline: "Agricultural backwardness makes for healthy hives." "We" are just now reactivating the millenia-old Mayan practice of harvesting from wild stingless bees ("meliponiculture"), which used to produce an unimaginably large variety of honeys. These entomological examples support Nikitah Okembe-RA Imani's audacious claim about the history of African thought: Those who study what has been suppressed can see the future.

As for what is to be done about climate change, there's no real mystery. "The issue is that accumulation-based societies don't like the answers we come up with because they are not quick technological fixes, they are not easy," Simpson says. "Real solutions require a rethinking of our global relationship to the land, water, and to each other. They require critical thinking about our economic and political systems. They require radical systemic change."

To this end, Simpson has called for a shift in focus from indigenous cultural resurgence to the anti-colonial struggle for territory. That unsurrendered conflict has continued for hundreds of years, and we should view our living history in its firelight. The best environmental policy America can pursue is to start giving back the land."
malcolmharris  leannebetasamosakesimpson  2019  climatechange  indigenous  indigeneity  growth  economics  globalwarming  timothymorton  greennewdeal  capitalism  accumulation  materialism  marxism  silviafederici  harryharootunian  ennoschröder  servaasstorm  green  greengrowth  environment  climatecrisis 
6 weeks ago by robertogreco
Chevanni Davids on Unschooling - YouTube
"Chevanni's comments on unschooling, critically looking at a quest for humanity through self directed education."

[from this longer video: https://www.youtube.com/watch?v=H3z6z0dyX0U ]
unschooling  chevanni  2018  history  self-directed  self-directedlearning  education  learning  indigeneity  socialjustice  classism  humanism  english  schooling  nature  everyday  food 
12 weeks ago by robertogreco
Raising Free People | Raising Aware People #LRC2018 - YouTube
"What are your experiments with the intersection of Unschooling / Self Directed Education and Social Justice. And your understanding of this intersection. While, hey are inextricably linked, the practice of unschooling as social justice and raising aware people isn't widely understood, spoken about or shared.

So at Learning Reimagined 2018, we hosted an interactive panel discussion as an introduction to the relationship and practice of the two, with the hope that this will help participants and now viewers to think around these issues and to then discuss and share further in their communities and here with us online so we can learn too.

The panel consisted of a mix of young unschoolers and featured speakers (Akilah Richards, Bayo Akomolafe, Teresa Graham Brett) at Learning Reimagined 2018."

[from the Learning Reimagined 2018: Unschooling As Decolonisation conference conference: https://www.growingminds.co.za/learning-reimagined-conference-2018/ ]
unschooling  education  socialjustice  self-directed  self-directedlearning  akilahrichards  bavoakomolafe  teresagrahambrett  liberation  justice  zakiyyaismail  deschooling  learning  politics  southafrica  us  difference  scaffolding  parenting  poc  howwelearn  decolonization  2018  race  racism  inclusivity  conferences  lrc2018  bias  inclusion  community  privilege  kaameelchicktay  elitism  schools  schooling  indigeneity  class  classism  humanism  language  english  africa  colonization  agilelearningcenters  agilelearning 
january 2019 by robertogreco
Dr Fish Philosopher🐟 on Twitter: "1. <Brews some coffee.> <puts on anthropologist hat> <cracks knuckles> So the theft of my wonderful colleague, @kahente's, daughter's name by a non-Indigenous film production raises the issue of how western/euro-americ
[images throughout with screenshots of citations]

"1. <Brews some coffee.> <puts on anthropologist hat> <cracks knuckles>

So the theft of my wonderful colleague, @kahente's, daughter's name by a non-Indigenous film production raises the issue of how western/euro-american folks understand 'culture'+ the erasure of Indigenous laws

2. Western/euro-american folks have employed the notion of 'culture' to describe the 'customs, traditions, languages, social institutions' of The Other for a long while now. Made perhaps famous in anthropology's embrace of this unit of analysis in the last few hundred years.

3. the thing about 'culture' in its emergence as anthro's unit of analysis (vs, say, sociology's also fraught but in different ways study of 'society') is that it was employed through colonial period (+ still) to displace the legal-governance standing of nations of 'The Other'.

4. While Euro nations/the West were deemed to have 'laws', everyone else (the Rest) were deemed to have 'customs'/'traditions'/'culture'. This coincided with vigorous efforts by British/American & other western actors to do everything possible to invalidate the laws of 'The Rest'

5. What happens when 'the Rest' have laws? It means that Euro-American actors ('The West') might actually have reciprocal responsibilities to those nations under emerging international law in colonial period & cannot just steal land and destroy nations without legal consequences.

6.(Interlude --- everything I know about this is from Joanne Barker's fabulous book "Sovereignty Matters" and Sylvia Wynter's crucial, canonical piece "Unsettling the Coloniality of Being/Power/Truth/Freedom: Towards the Human, After Man, Its Overrepresentation--An Argument").

7. As Barker (2005:4) shows us: law matters because this is medium through which nationhood/statehood were recognized+asserted. Both Treaties and Constitutions were mobilized to assert claims over lands/peoples. Genocide was done 'legally' within precepts of euro/american law

8. What happened when euro-american actors entered into treaties with Indigenous nations/confederacies in NA? Euro-american colonizers quickly realized recognition of the laws of the 'Other' meant their claims to lands were vulnerable to international challenge (Barker 2005)

9. So, euro-american colonizers had two handy little tricks up their sleeve: first, invalidate the humanity of those you colonize (Wynter 2003). Place them firmly in the category of the 'fallen flesh'/sinners/'Other' incapable of rational thought (law) ((Wynter 2003: 281-282)

(sorry, this one is a slow burn because I want to make sure I cite sources fairly and generously and provide ample material for folks to consult and check out)

10. This invalidation is helped by the papal bull of 1493, which establishes the 'Doctrine of Discovery' (aka: Spain and Portugal have the right to claim lands they 'find' in the name of God). This is re-asserted in 19th century USA http://www.papalencyclicals.net/Alex06/alex06inter.htm
https://upstanderproject.org/firstlight/doctrine/

11. Second, once you invalidate the humanity of those you colonized, & established that only euro-western/euro-american 'man' can possess rational thought/law, you invalidate the knowledge/being of the other as 'myth/ 'story'/ & 'CULTURE'. Law for the West, Culture for the Rest.

12. This is where the rise of Anthropology is so crucial. It arises at a time when euro-american actors are frantically looking for ways to invalidate the laws, sovereignty, nationhood, self-determination and humanity of everyone they colonized.

13. Just when euro-american actors are looking for ways to legally justify their breaking of treaties they entered into with folks they colonized, anthro trots in with its focus on 'culture'. Culture as embodiment of everything that comprises law without recognizing its authority

14. Once you've established a hierarchy of humanity with white western christian males as the only real '(hu)Man' (see Wynter (2003) and Zakiyyah Iman Jackson (2013)), you can set about bracketing out 'the Rest' from your notion of legal and scientific plurality.

15. All of this is crucial. The western 'modern' framing of White Western Christian Men as the only beings capable of rational thought. The anthro fascination w/ 'cultures' of 'The Rest'. (The west/rest framing I borrow from Colin Scott's "Science for the West/TEK for the Rest")

16. This is of course entangled with capitalist expansion. Who can possess things, people, lands is important to expanding claims to property. The designation of subhumanity/de-authorization of laws of The Other are crucial to the violent capitalist white supremacist project.

17. As Christina Sharpe (2016) teaches us: "the history of capital is inextricable from the history of Atlantic chattel slavery".

18. This all comes to matter, anthropologically, because anthro becomes the 'caretaker' of The Other and their de-authorized legal orders, laws, knowing, being. This is the white possessive, as Aileen Moreton-Robinson ((2015) and Moreton-Robinson (2014: 475)) demonstrates:

19. So, when western actors are shocked to discover that they cannot just take things from other nations/societies/confederacies/legal orders, this is because anthro has faithfully done its job as acting as 'caretaker' for the laws/knowing/being of all those nations dispossessed.

20. Remember that the invention/fetishization of small c plural 'cultures' was crucial to the de-authorization of laws, epistemes, ontologies, being of everyone but White European Christian Rational Man. Anthro is basically an epic legal argument against sovereignty of 'The Rest'

21. And this coincided, not innocently, with assertions of racial hierarchies that deemed certain peoples to possess rational law, science, sovereignty, authority. The possession of law coincides with western beliefs in rationality (Wynter 2003).

22. Anthro has a buddy, and that buddy is biology. Biology, as Wynter (2003) demonstrates, mobilizes in the 19th century to develop the notion of Man(2). Man(2) not only has rationality, but he has evolution on his side, justifying his white possessiveness (Wynter 2003: 314-315)

23. So, as long as The West has Law and the Rest has culture, white western actors will continue to dispossess, appropriate, steal,+violate the legal orders of those peoples they colonize, because they believe they have an ontological right to these things (Moreton-Robinson 2015)

24. And anthropology has a lot of answering to do, still, for its role in de-authorizing the legal orders of those colonized by western imperial actors. It is complicit in the re-framing of legal orders, being, and knowing as 'culture', 'myth', 'tradition', and 'custom'.

25. Finally, for an in-depth examination of the ways anthro works to de-authorize Indigenous law, please buy+read Audra Simpson's _Mohawk Interruptus_, which demonstrates how anthro's focus on 'cultures' is used to dispossess Haudenosaunee in North America

26. Please amend tweet 6 to read: Everything I know about this is from Joanne Barker, Aileen Moreton-Robinson, Audra Simpson+Sylvia Wynter!!! These 4 thinkers should be among the canon of work taught in Anthro theory courses to help displace its pervasive white possessiveness.

27. So, to wrap up this essay -- the incident this week was the theft of a Kanienkeha name. Audra Simpson (2014) here explains how the concept of 'culture' & western property (il)logics are used to deny Indigenous ownership of lands, knowing, being through white possessiveness:

28. Anthro must contend with this reality that Audra Simpson so clearly lays out in her work: it is built entirely on the denial of Indigenous sovereignty. And Anthro relies on racial hierarchies that emerge with assertion of 'rational' western white christian 'Man' (Wynter 2003)

Important addition to this morning's twitter essay! I cited Colin Scott's 'Science for the West, Myth for the Rest?',but David kindly points me towards the crucial work of Stuart Hall here (which I will now go read!!!) https://uq.rl.talis.com/items/EE89C061-C776-4B52-0BA3-F1D9B2F87212.html https://twitter.com/davidnbparent/status/1074748042845216773 "

[unrolled here: https://threadreaderapp.com/thread/1074624197639487488.html ]
zoetodd  2018  anthropology  cul;ture  sociology  socialsciences  colonialism  decolonization  capitalism  indigeneity  indigenous  law  joannebarker  sylviawynter  power  truth  freedom  treaties  constitutions  humanity  humanism  dehumanization  spain  portugal  españa  invalidation  thewest  hierarchy  hierarchies  colinscott  zakiyyahimanjackson  othering  rationality  biology  dispossession  colonization  audrasimpson  myth  myths  tradition  customs  aileenmoreton-robinson  property  possession  possessiveness  sovereignty  race  racism  stuarthall 
december 2018 by robertogreco
Indigenous myths carry warning signals about natural disasters | Aeon Essays
"Indigenous peoples around the world tell myths which contain warning signs for natural disasters. Scientists are now listening"
indigeneity  indigenous  storytelling  science  nauraldisasters  carriearnold  2017  warnings  nature  environment 
december 2018 by robertogreco
Dr. Michelle Fine on Willful Subjectivity and Strong Objectivity in Education Research - Long View on Education
"In this interview, Dr. Michelle Fine makes the argument for participatory action research as a sophisticated epistemology. Her work uncovers the willful subjectivity and radical wit of youth. In the last ten minutes, she gives some concrete recommendations for setting up a classroom that recognizes and values the gifts that students bring. Please check out her publications on ResearchGate [https://www.researchgate.net/profile/Michelle_Fine ] and her latest book Just Research in Contentious Times (Teachers College, 2018). [https://www.amazon.com/Just-Research-Contentious-Times-Methodological/dp/0807758736/ ]

Michelle Fine is a Distinguished Professor of Critical Psychology, Women’s Studies, American Studies and Urban Education at the Graduate Center CUNY.

Thank you to Dr. Kim Case and Professor Tanya L. Domi."
michellefine  reasearch  dispossession  privilege  resistance  solidarity  participatory  participatoryactionresearch  ethnography  education  benjamindoxtdatorcritical  pedagogy  race  racism  postcolonialism  criticaltheory  imf  epistemology  research  focusgroups  subjectivity  youth  teens  stories  socialjustice  criticalparticipatoryactionresearch  sexuality  centering  oppression  pointofview  action  quantitative  qualitative  injustice  gender  deficit  resilience  experience  radicalism  incarceration  billclinton  pellgrants  willfulsubjectivity  survivance  wit  radicalwit  indigeneity  queer  justice  inquiry  hannaharendt  criticalbifocality  psychology  context  history  structures  gigeconomy  progressive  grit  economics  victimblaming  schools  intersectionality  apolitical  neoliberalism  neutrality  curriculum  objectivity  contestedhistories  whiteprivilege  whitefragility  islamophobia  discrimination  alienation  conversation  disengagement  defensiveness  anger  hatred  complexity  diversity  self-definition  ethnicity 
november 2018 by robertogreco
Land as pedagogy: Nishnaabeg intelligence and rebellious transformation | Decolonization: Indigeneity, Education & Society
"A resurgence of Indigenous political cultures, governances and nation-building requires generations of Indigenous peoples to grow up intimately and strongly connected to our homelands, immersed in our languages and spiritualities, and embodying our traditions of agency, leadership, decision-making and diplomacy. This requires a radical break from state education systems – systems that are primarily designed to produce communities of individuals willing to uphold settler colonialism. This paper uses Nishnaabeg stories to advocate for a reclamation of land as pedagogy, both as process and context for Nishnaabeg intelligence, in order to nurture a generation of Indigenous peoples that have the skills, knowledge and values to rebuild our nation according to the word views and values of Nishnaabeg culture."

[pdf: https://jps.library.utoronto.ca/index.php/des/article/view/22170/17985 ]
leannebetasamosakesimpson  decolonization  pedagogy  land  indigeneity  indigenous  decisionmaking  agency  leadership  settlercolonialism  colonialism  place 
november 2018 by robertogreco
Christi Belcourt on Twitter: "Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be t
"Education in schools is not the only form of education. The land has been my teacher for 25 years. I will never graduate and will always be an apprentice to her. The animals educate. The stars educate. Not everything can be taught in a brick box. Not everything should be.

Education from and on the land is needed for children. We need the next generation to be free thinkers. Unintentionally, the structures within the current education system are contributing in assimilating all children into a form of thinking that teaches them to conform.

Education in schools is affecting Indigenous nations. It’s not all positive. Hardly any of our kids knows the lands like the back of their hands any more. Hardly any knows animal traditional laws, protocols. Hardly any can survive on the land. And almost all are taught in English

Without intending it, by sending ALL our children to school, we are creating a society of dependence. Because unable to survive on the land means a dependence on goods and services. It also means a continued decline in our languages as the day is spent in English.

Even communities once entirely fluent not long ago are noticing their young people conversing in English. I was just in a community where the teenagers were fluent. But pre-teens weren’t. How can communities compete w/ English when their children are emmersed in it all day?

I don’t want to offend educators. Educators are some of the most selfless and kind people I’ve met. They go above and beyond for kids every day. My observations are about some of the long term boarder effects re: institution of education and its detrimental effects on our nations

The late Elder Wilfred Peltier once wrote that the education system harms children in a few ways. He was speaking specifically about Indigenous kids but his thoughts could be applied to all I suppose. He said it sets kids up with a skewed sense of self. (Con’t)

Elder Wilfred Peltier said children are taught early in school to be graded. He said the harm isn’t only in the child who gets low grades and is made to feel less than. The worse harm is to kids who get higher grades and are made to feel better than others.

He also said the structure of the classroom is problematic. It implies the teacher knows everything and the student knows nothing. In Indigenous communities we talk about how children are teachers and each one has unique gifts. But schools don’t nurture those gifts.

A child might be gifted in reading the stars or knowing traditional medicines. Schools eliminate that as a possibility to be apprenticed in those things. And they take up so much time in a child’s life there is no time left over for language and apprenticing in their gifts.

We will need scientists and people who have gone through school. But we also need medicine apprentices, land knowledge, language keepers and star readers. We need experts of the lakes and animals. This come from apprentiships w/ kokums and moshoms. It comes from the land itself.

In this time of climate change the world needs Indigenous knowledge more than ever. It’s in our lands and langusges. It can’t come from school. So we have to question this. And really look at it to suss out the good and the bad in a non emotional and non judgemental way.

Is there a way to have half of all Indigenous kids apprenticed full time with kokums or moshoms in land/water based education? Is there a way to identify what gifts kids will have early on and give them the life long training to nurture those gifts?

My concluding thought is the tendency will be towards “improving” or “fixing” schools to allow for more Indigenous languages or teachings etc without fundamentally changing anything. My point is the kind of education I’m talking about cannot be within the school system."
education  unschooling  deschooling  indigeneity  schooling  wilfredpeltier  christibelcourt  2018  inequality  children  authority  experience  apprenticeships  kokums  moshoms  multispecies  land  morethanhuman  canon  climatechange  experientiallearning  gifted  language  languages  landscape  colonialism  heterogeneity 
october 2018 by robertogreco
Jonathan Rosa on Twitter: "When decolonial perspectives ground your research, they completely transform questions, methods, analyses, modes of representation, proposed interventions, and political commitments. A thread..."
"When decolonial perspectives ground your research, they completely transform questions, methods, analyses, modes of representation, proposed interventions, and political commitments. A thread...

Decolonial perspectives transform research questions by centering longstanding power relations in analyses of contemporary challenges, including racial inequity, poverty, labor exploitation, misogyny, heteronormativity, transphobia, trauma, migration, & ecological instability.

A normative research question vs. one framed from a decolonial perspective: What are the causes of educational achievement gaps? vs. How can “achievement gaps” be understood in relation to modes of accumulation & dispossession mainstream schools were designed to facilitate?

Methodologically, decolonial perspectives challenge positivist approaches to data collection that legitimate colonially constituted categories, boundaries, modes of governance, ways of knowing, and societal hierarchies.

As compared to normative Western scholarly methodologies, approaches informed by decolonial perspectives include collaborating with members of colonially marginalized communities as co-theorists to analyze & respond to the historically constituted challenges they face.

Whereas normative analytical logics narrowly frame what counts as legitimate evidence to make particular kinds of claims, decolonial analyses question conceptions of truth that have parsed the world in service of toxic modes of accumulation & dispossession.

While an analysis that presumes the legitimacy of normative scientific truth might seek to use evidence to disprove racial inferiority, a decolonial approach rejects such debates, instead investing in imagining and enacting forms of racial redress and reparation.

Whereas normative scholarly work adheres to rigidly defined representational genres & is often restricted to paywalled journals, decolonial approaches seek to fashion new modes of representation & strategies/platforms for circulation that redefine & redistribute knowledge.

Canonical anthropological uses of “thick description” often result in exoticizing & pathologizing representations of race, gender, & class; decolonial approaches enact a politics of refusal, challenging the demand for ethnographic disclosure, particularly in Indigenous contexts.

Normative scholarship often proposes interventions that focus on modifying individual behaviors rather than transforming institutions; decolonial scholarship challenges the fundamental legitimacy of prevailing societal structures that have led to the misdiagnosis of problems.

Normative scholarship might propose interventions encouraging civic participation to strengthen US institutions in the face of perceived threats to democracy; decolonial scholarship seeks to reimagine governance because the US never was nor could ever be a legitimate democracy.

Normative scholarship often seeks to establish objective facts & eschews explicit political commitments, thereby explicitly committing to political reproduction; decolonial scholarship owns its politics & engages in knowledge production to imagine & enact sustainable worlds.

Normative scholarship might seek to document, analyze, & even revitalize Indigenous languages; decolonial scholarship engages in Indigenous language revitalization as part of broader political struggles over sovereignty, historical trauma, dispossession, & sustainable ecologies.

In short, whereas normative scholarship invites you to accept, reproduce, or slightly modify the existing world, decolonial scholarship insists that otherwise worlds have always existed & demands a radical reimagining of possible pasts, presents, & futures."
jonathanrosa  2018  decolonization  norms  academia  highereducation  highered  dispossession  indigeneity  reproduction  colonization  form  writing  labor  work  convention  conventions  method  accumulaltion  sustainability  knoweldgeproduction 
october 2018 by robertogreco
Decolonization is not a metaphor | Decolonization: Indigeneity, Education & Society
"Our goal in this article is to remind readers what is unsettling about decolonization. Decolonization brings about the repatriation of Indigenous land and life; it is not a metaphor for other things we want to do to improve our societies and schools. The easy adoption of decolonizing discourse by educational advocacy and scholarship, evidenced by the increasing number of calls to “decolonize our schools,” or use “decolonizing methods,” or, “decolonize student thinking”, turns decolonization into a metaphor. As important as their goals may be, social justice, critical methodologies, or approaches that decenter settler perspectives have objectives that may be incommensurable with decolonization. Because settler colonialism is built upon an entangled triad structure of settler-native-slave, the decolonial desires of white, non-white, immigrant, postcolonial, and oppressed people, can similarly be entangled in resettlement, reoccupation, and reinhabitation that actually further settler colonialism. The metaphorization of decolonization makes possible a set of evasions, or “settler moves to innocence”, that problematically attempt to reconcile settler guilt and complicity, and rescue settler futurity. In this article, we analyze multiple settler moves towards innocence in order to forward “an ethic of incommensurability” that recognizes what is distinct and what is sovereign for project(s) of decolonization in relation to human and civil rights based social justice projects. We also point to unsettling themes within transnational/Third World decolonizations, abolition, and critical space-place pedagogies, which challenge the coalescence of social justice endeavors, making room for more meaningful potential alliances."
evetuck  kwayneyang  decolonization  settlercolonialism  colonization  indigeneity  incommensurability  unschooling  deschooling 
october 2018 by robertogreco
Eugenia Zuroski on Twitter: "Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better
"Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this.
[@apihtawikosisan:] Just stop using the word decolonize. Stop it. You don't know what the fuck it means, and it's ridiculous to throw it into every sentence. You cannot "decolonize education" by showing people a few pictures. "Decolonize minds" but keep all the same structures, as if.

Tuck and Yang’s “Decolonization Is Not a Metaphor” is not the only piece of writing that addresses this but it makes the case very clearly and directly and should therefore be mandatory reading for everyone pursuing social justice projects in North America.

Listening to that article, like listening to all the Indigenous voices that generously share their knowledge on this problem, has been humbling and it should be. Before reading it, I often elided the difference between decolonizing and anti-colonial work in my own speech.

I recognize that I was trying to think through the relationships between anti-colonial, anti-imperialist, antiracist, anti-patriarchal, and decolonizing work. We should think long and hard about these relationships. But the first four can (I think) be practiced within

existing institutional structures, at least to some extent, and if we allow them to be called “decolonization,” we provide colonial institutions and social structures cover that absolves them of actually being decolonized.

As Tuck and Yang point out, decolonizing movements and social justice movements may have good work to do alongside each other, in relation to one another. They may also reach a point at which their objectives part ways. These relations are what we should be working on.

And paying attention to our language as our Indigenous colleagues keep. Asking. Us. To. Do is important because Canadian institutions are trying to incentivize Decolonization *As* a Metaphor, and we don’t want our work to be co-opted by this latest maneuver of colonial power.

Link to the article:
https://jps.library.utoronto.ca/index.php/des/article/view/18630 "
eugeniazuroski  2018  decolonization  indigeneity  evetuck  kwayneyang  settlercolonialism  colonization  education  highered  highereducation  academia  power  unschooling  deschooling  antiimperialism  institutions  patriarchy  control  socialjustice 
october 2018 by robertogreco
Eugenia Zuroski on Twitter: "In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1… https://t.co/InSKAfPp
"In yesterday’s #CSECS18 roundtable on “Decolonizing ... Practices from the Perspective of C18 Studies,” @ashleycmorford pointed out that decolonization cannot happen within the university, but /1 https://twitter.com/zugenia/status/1050378780328497152
Doing antiracist/anti-imperialist work within existing institutions is good but it is not decolonizing work. Decolonizing Turtle Island means restitution of land and Indigenous sovereignty. Making colonial institutions better is at odds with removing them. We have to see this. …

a commitment to unsettling, anticolonial pedagogy could teach the people who will go forward and take up decolonization. This morning I’m thinking about this alongside Moten and Harney’s “The University and the Undercommons”—of teaching toward a “fugitive enlightenment” /2

that must steal knowledge from the institution and take it away from there, out of there, so as to put it toward something that doesn’t reproduce the institution/profession, but that thinks collectively toward what would replace the institution’s mode of organizing power. /3

Anticolonial pedagogies that are practiced in relation to decolonization must therefore inhabit, as Tuck and Yang point out, a particular temporality—one that doesn’t just reject the kind of constant clocking in for quantified “marks” that prove the labor of learning is /4

already being translated into wealth for someone (else), but that commits to Indigenous futurities over the future of “the profession,” and locates the value of teaching in preparing students for a better world than the institution either represents or materializes. /5

The university has an important role to play, in other words, but it can’t fulfil its obligations without committing away from itself—without giving up what it holds and regenerates to those who will “waste” it (Moten and Harney) on not becoming “Enlightened” subjects. /6

Anyway, my thanks to @ashleycmorford and the other people who contributed to yesterday’s conversation, which has helped me think about teaching not as “decolonizing” practice but as the (de)forming of subjects capable, in various ways, of decolonization. /6

Also thanks to @morganevanek for her comments on university teaching as a form of “hospicing work” (I didn’t write down the citation for this—?) on bad culture, and for this reminder, which it seems to me is one pragmatic thing we should all do immediately: [image: some notes including "ABOLISH GRADING"]

I’ll be on a roundtable this afternoon (Friday, 4:45, Niagara Room), where I’ll speak about collectives and #BIPOC18 and venture some thoughts on Twitter as an “Undercommons of Enlightenment” that will likely be messy and wrong, should be fun, you should come #CSECS18

I want to clarify that working toward these ends, as an academic, does not mean divesting from the university. It is still the site of our work and we have to fight to maintain/create better structures for doing that work effectively, non-exploitatively.

I will continue to advocate for resources for researchers, teachers, editors, for more hires of BIPOC, queer, disabled, trans scholars, for fair working conditions and best practices toward just institutional co-existence. Absolutely.

But I am beginning to understand these commitments—which are likely lifetime ones for me—as “harm reduction measures” (Tuck and Yang) along the long path toward a future that is not mine or my profession’s."
decolonization  highered  highereducation  eugeniazuroski  2018  fredmoten  stefanoharney  undercommons  messiness  academia  education  grades  grading  colonialism  colonization  fugitives  hospice  pedagogy  unschooling  deschooling  impericalism  sovereignty  institutions  ashleymorford  power  control  future  enlightenment  fugitiveenlightenment  indigeneity  anti-colonialism 
october 2018 by robertogreco
Should Rivers Have Rights? A Growing Movement Says It’s About Time - Yale E360
"Inspired by indigenous views of nature, a movement to grant a form of legal “personhood” to rivers is gaining some ground — a key step, advocates say, in reversing centuries of damage inflicted upon the world’s waterways."
rivers  rights  nature  multispecies  morethanhuman  2018  personhood  chile  ecosystems  law  legal  jensbenöhr  patricklynch  indigeneity 
august 2018 by robertogreco
Thread by @ecomentario: "p.31 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.com/file/view/C.+A… p.49 ecoed.wikispaces.com/file/view/C.+A… ecoed.wikispaces.co […]"
[on Twitter: https://twitter.com/ecomentario/status/1007269183317512192 ]

[many of the captures come from: "From A Pedagogy for Liberation to Liberation from Pedagogy" by Gustavo Esteva, Madhu S. Prakash, and Dana L. Stuchul, which is no longer available online as a standalone PDF (thus the UTexas broken link), but is inside the following document, also linked to in the thread.]

[“Rethinking Freire: Globalization and the Environmental Crisis" edited by C.A.Bowers and Frédérique Apffel-Marglin
https://ecoed.wikispaces.com/file/view/C.+A.+Bowers,+Frdrique+Apffel-Marglin,+Frederique+Apffel-Marglin,+Chet+A.+Bowers+Re-Thinking+Freire+Globalization+and+the+Environmental+Crisis+Sociocultural,+Political,+and+Historical+Studies+in+Educatio+2004.pdf ]
isabelrodíguez  paulofreire  ivanillich  wendellberry  subcomandantemarcos  gandhi  2018  gustavoesteva  madhuprakash  danastuchul  deschooling  colonialism  future  environment  sustainability  cabowers  frédériqueapffel-marglin  education  campesinos  bolivia  perú  pedagogyoftheoppressed  globalization  marinaarratia  power  authority  hierarchy  horizontality  socialjustice  justice  economics  society  community  cooperation  collaboration  politics  progress  growth  rural  urban  altruism  oppression  participation  marginality  marginalization  karlmarx  socialism  autonomy  local  slow  small  capitalism  consumerism  life  living  well-being  consumption  production  productivity  gustavoterán  indigeneity  work  labor  knowledge  experience  culture  joannamacy  spirituality  buddhism  entanglement  interdependence  interbeing  interexistence  philosophy  being  individualism  chiefseattle  lutherstandingbear  johngrim  ethics  morethanhuman  multispecies  humans  human  posthumnism  transhumanism  competition  marxism  liberation  simplicity  poverty  civilization  greed  p 
june 2018 by robertogreco
White Allies, Let’s Be Honest About Decolonization by Kyle Powys Whyte — YES! Magazine
"Indigenous environmental movements in North America are among the oldest and most provocative—from the Dish With One Spoon Treaty between Anishinaabe and Haudenosaunee peoples to the Mni Wiconi (“Water Is Life”) movement of the Standing Rock Sioux tribe. As a Potawatomi environmental justice advocate, I often get asked by other environmentalists in the U.S. to share my views on what they can do to be good allies to Indigenous peoples. Those who ask usually identify themselves as being non-Indigenous, white, and privileged. They are U.S. settlers: people who have privileges that arise from the historic and ongoing oppression of Indigenous peoples. 

Whether one participates in settler colonialism is not entirely a matter of when or how one’s ancestors came to the U.S. Having settler privilege means that some combination of one’s economic security, U.S. citizenship, sense of relationship to the land, mental and physical health, cultural integrity, family values, career aspirations, and spiritual lives are not possible—literally!—without the territorial dispossession of Indigenous peoples. 

How then can settler allies move beyond being sympathetic beneficiaries of colonialism? What approach is legitimately decolonizing?

The resilience of settler privilege is a barrier. Gestures toward allyship can quickly recolonize Indigenous peoples. Some people have tried to create bonds of allyship by believing that Indigenous wisdom and spirituality are so profound that Indigenous people have always lived in ecological harmony. This is the romantic approach. Other allies have tried to create solidarity through claiming that Indigenous and non-Indigenous environmentalists should not distinguish their efforts. In this view, environmental issues threaten us all, and we should converge around common problems that affect all humanity, instead of wasting dwindling time on environmental racism. This is the same-boat approach. 

The romantic approach assumes that lifting up Indigenous wisdom and spirituality constitutes action. But this approach does not necessarily confront ongoing territorial dispossession and risks to health, economic vitality, lives, psychological well-being, and cultural integrity that Indigenous people experience. This is why scholars Eve Tuck and K. Wayne Yang say decolonization is not a metaphor. Yet, the empathetic responsibility to support others’ self-determination and well-being is a major lesson in many Indigenous environmental traditions. Subscribers to the romantic view are unprepared to respond to criticisms of supposed Indigenous hypocrisies, like the alleged contradiction of tribally sanctioned coal industries. Responding to these critiques requires an understanding of colonialism, yet some romantics are unwilling to take the time to learn how the U.S. forcefully re-engineered tribal governments to facilitate extractive industries. This understanding is key if one’s goal is to undermine the levers of power that undermine Indigenous self-determination and well-being today.  

The same-boat approach also misses the colonial context. The conservation movement has been as damaging to Indigenous peoples as extractive industries. National parks, ecological restoration projects, conservation zones, and even the uses of certain terms—especially “wilderness”—are associated with forced displacement of entire communities, erasure of Indigenous histories in education and public memory, economic marginalization, and violations of cultural and political rights. Though certain sectors of conservation have improved greatly, newer movements, such as the international UN-REDD+ Programme, still repeat harms of the past. Almost every environmental achievement in the U.S.—such as the Clean Air or Clean Water acts—has required Indigenous peoples to work hard to reform these laws to gain fair access to the protections. 

A decolonizing approach to allyship must challenge the resilience of settler privilege, which involves directly facing the very different ecological realities we all dwell in. Sometimes I see settler environmental movements as seeking to avoid some dystopian environmental future or planetary apocalypse. These visions are replete with species extinctions, irreversible loss of ecosystems, and severe rationing. They can include abusive corporations and governments that engage in violent brainwashing, quarantining, and territorial dispossession of people who stand in their way. 

Yet for many Indigenous peoples in North America, we are already living in what our ancestors would have understood as dystopian or post-apocalyptic times. In a cataclysmically short period, the capitalist–colonialist partnership has destroyed our relationships with thousands of species and ecosystems.

Zoe Todd and Heather Davis, authors of “On the Importance of a Date, or Decolonizing the Anthropocene,” characterize the ecological footprint of colonialism as seismic. The ongoing U.S. colonial legacy includes forcing Indigenous peoples into grid-like reservations that empower corporations and private individuals to degrade our territories; fostering patriarchy and conditions for sexual violence in Indigenous communities; brainwashing Indigenous children through boarding schools; and brainwashing everyone else through erasing Indigenous histories and experiences across U.S. culture, education, and memory. 

So Indigenous people awaken each day to science fiction scenarios not unlike the setup in films such as The Matrix. Yet in Indigenous science fiction films, such as Wakening and The 6th World, the protagonists are diverse humans and nonhumans who present unique solutions to daunting environmental problems. They are not portrayed as romantic stereotypes or symbols of a common humanity. They do not presuppose naive notions of Indigenous spirituality. They see environmental protection as possible only if we resist the capitalist–colonialist “matrix” of oppression and build allyship across different human and nonhuman groups. These films differ greatly from, say, Avatar, where the protagonist is a white male who passes as Indigenous and uses romantic Indigenous wisdom to save everyone. Indigenous people learn to ignore this difference, embracing a common foe together.  

Decolonizing allyship requires allies to be critical about their environmental realities—and about the purpose of their environmentalism. To do this, allies must realize they are living in the environmental fantasies of their settler ancestors. Settler ancestors wanted today’s world. They would have relished the possibility that some of their descendants could freely commit extractive violence on Indigenous lands and then feel, with no doubts, that they are ethical people. Remember how proponents of the Dakota Access pipeline sanctimoniously touted the project’s safety and that it never crossed tribal lands? On the flip side, when more sympathetic (environmentalist) settler descendants lament the loss of Indigenous wisdom without acting for Indigenous territorial empowerment; buy into the dreams and hopes of settler heroism and redemption in movies like Avatar; or overburden Indigenous people with requests for knowledge and emotional labor yet offer no reciprocal empowerment or healing—then they are fulfilling the fantasies of their settler ancestors.  

One can’t claim to be an ally if one’s agenda is to prevent his or her own future dystopias through actions that also preserve today’s Indigenous dystopias. Yet how many environmentalists do just this? I do not see much differentiating those who fight to protect the colonial fantasy of wilderness from those who claim the Dakota Access pipeline does not cross Indigenous lands. Indigenous environmental movements work to reject the ancestral dystopias and colonial fantasies of the present. This is why so many of our environmental movements are about stopping sexual and state violence against Indigenous people, reclaiming ethical self-determination across diverse urban and rural ecosystems, empowering gender justice and gender fluidity, transforming lawmaking to be consensual, healing intergenerational traumas, and calling out all practices that erase Indigenous histories, cultures, and experiences.

Perhaps these goals and values are among the greatest gifts of Indigenous spirituality and wisdom. I want to experience the solidarity of allied actions that refuse fantastical narratives of commonality and hope. Determining what exactly needs to be done will involve the kind of creativity that Indigenous peoples have used to survive some of the most oppressive forms of capitalist, industrial, and colonial domination. But above all, it will require that allies take responsibility and confront the assumptions behind their actions and aspirations."
decolonization  capitalism  indigenous  indigeneity  2018  kylepowyswhyte  resilience  self-determination  colonialism  dystopia  settlercolonialism  privilege  allyship  solidarity  environment  environmentalism  zoetodd  heatherdavis  anthropocene  scifi  sciencefiction 
may 2018 by robertogreco
Kilauea: A Beginner’s Guide to Hawaii’s Sublime Lava - The Atlantic
"But Western scientists were not the first people to encounter Hawaii’s volcanoes. Native Hawaiians have lived on the islands, and among the volcanoes, for more than 900 years. And their history, literature, and culture all recognize the reality of living near such a powerful phenomenon.

(A brief language note: Everyone who lives in the archipelago is called a “Hawaii resident.” The term “Hawaiian” is reserved for someone with native Hawaiian ancestry. This distinction is regularly made on the islands, including in the state constitution.)

“There’s aʻa or pahoehoe, the rough lava or the smooth lava,” said Kuʻualoha Hoʻomanawanui, a professor of literature at the University of Hawaii at Manoa. “But the word for both of them is Pele.”

Pele is the Hawaiian deity of volcanoes, lava, and fire—but deity in its Western sense doesn’t quite describe the scope of Pele’s power. Many Hawaiian families trace their lineage back to Pele, meaning they count her as an ancestor.

“Pele is not just the goddess of lava. Lava is Pele,” Hoʻomanawanui told me. “The lava flows basically reaffirm what our literature tells us—that the land is alive, that Pele is alive. When we talk about the lava being alive, it’s a metaphor for the earth itself being alive. The lava is Pele, the magma is Pele, the lava flow and then when the lava hardens—each you can just replace the word with Pele.”

Even the site of the new eruption makes sense within Hawaiian culture. The current eruption has focused primarily on a subdivision called Leilani Estates. But Leilani Estates is a new name, and the subdivision sits within a larger area that Hawaiians traditionally called Keahialaka, which means “the fire of Laka.” Laka is the goddess of hula and one of Pele’s daughters.

“The Hawaiians watching are looking at the names of these places and saying, ‘Oh yeah!’” said Noelani M. Arista, a professor of Hawaiian history at the University of Hawaii. “It’s like, sometimes people are amazed that a flood will hit a flood zone. But we’ve got place names that say flood zone.”

“Anyone can come and slap a new name on any thing: ‘Let’s call it Leilani Estates!’ And Leilani is a generic name. But that won’t take away from the mana, the spiritual power and characteristics of that place, that the old place name embodies,” agreed Hoʻomanawanui.

These new names “lull people into a sense of complacency,” she said. “[They think,] I’m not actually buying property and building a house in an active lava rift zone, but I’m buying a piece of paradise.”

But sometimes these new names can be ironic. Kilauea is surrounded by rainforest, and people in Hawaii customarily link its lava flows to the Kool-Aid-red lehua flowers that grow around it. So when Hoʻomanawanui read that one of the first lava fissures in Leilani Estates opened up on Mohala Street, she laughed. “Well, of course!” she said. “Mohala means ‘to blossom,’ or ‘to bloom.’ In a way, it’s all interconnected.”

Pele’s story takes many forms—Hoʻomanawanui has studied 14 different serialized newspaper versions of it, all of which first appeared in the 19th century. But many describe a similar journey: how Pele and her family came up from an island in the South Pacific, how they found the Hawaii archipelago, and how Pele traveled to every island, looking for a place to keep her fire. She visited every island, and dug a hole in every island, until she eventually found Hawaii Island and placed her fire in Kilauea. (Hoʻomanawanui recommended that mainland Americans watch Holo Mai Pele, a PBS-filmed hula about Pele, for a credible summary of her story.)

“The story of Pele is a poetic, literary telling of what scientists would maybe call the Ring of Fire, and how volcanic activity gets to the Hawaiian islands from other parts of the Pacific,” said Hoʻomanawanui. “It’s an ideological explanation for why we don’t have volcanic activity occurring now on the other islands.”

But it’s more than a just-so story. Arista, the Hawaiian historian, contrasts how non-native Hawaii residents and native Hawaiians have discussed the recent lava flow. Much of the national media attention has focused on an American-centric understanding of the destruction, she said—for instance, by talking about the extent of property loss.

“But then you’ve got Hawaii residents saying, how amazing is the presence of this in my life,” she said. “Native people who live in the subdivision are largely saying, ‘Yes, I knew I was living in this space where volcanic activity is a huge factor, because I’ve lived my life here. And because we have this respect for Pele, I wanted to live here.’”

Hoʻomanawanui said she saw many native Hawaiians greeting the lava flow not with dread, but with acceptance. “When the flows start, you clean the house, you open the door, and you say: ‘Tūtū Pele, this is your land, take it,’” she said.

(Since Hoʻomanawanui’s family tracks its lineage back to Pele, they call her Tūtū, or grandmother. But other Hawaiians and non-Natives will call her Tūtū Pele out of respect, even if she is not an ancestor to them. “They acknowledge she’s a special force of nature—literally,” she said. Others, including non-Natives, may call her Madame Pele for the same reason.)

Hoʻomanawanui and Arista told me that seeing the lava as Pele didn’t detract from the scientific understanding of it. Instead, Pele anchors the experience of the lava, envelops it, and connects it to the lives of people who came before.

“Through dance, through costuming, through specific flowers—there’s layers of representation that I think really evoke a sensory experience beyond just knowledge, beyond just understanding as a Western scientific geological process,” Hoʻomanawanui said. “It’s a complete experience that is inclusive of that [scientific] knowledge but goes way beyond it.”

“We don’t have the words for belief or faith in this stuff,” she said. Instead, she said, Westerners should see Hawaiian customary belief as a practice and as a way of understanding the world."
hawaii  lava  science  names  naming  knowledge  volcanoes  complacency  indigeneity  2018  culture  language  languages  morethanhuman  geography  local  classideas  placenames 
may 2018 by robertogreco
Solidarities of Resistance: Liberation from Education: Reflections on education, colonization, and freedom | The Dominion
"In today's society, school is sometimes spoken about as a necessity for a happy life and as an inherent good. The concept of education is thought to be synonymous with learning, and separates those who are knowledgeable from those who are deficient. This is true even in radical pedagogy circles, where education is portrayed as a universal need and a means of liberation.

Only at the edges of radical movements are people calling the very concept of education into question, creating a culture of school resistance they say rejects the commodification of education and its connections to state building, and even genocide.

“Education is a concept that co-evolved with capitalist society, which has long been known by dissenters to be a tool for streamlining capital accumulation, with classrooms that resemble factory floors, and bells that mirror the break-time whistles,” says University of Victoria professor Jason Price. In his book In Lieu of Education, Ivan Illich pointed out that the word “education” only appeared in the English language in 1530, at which time it was a radical idea and a novelty.

“Schools have been functioning for some time to create students with obedient minds, rarely pondering beyond the controlled learning habits they promote,” says Dustin Rivers, an Indigenous youth from the Sḵwxwú7mesh Nation.

Before the process of education was commodified, says Rivers, “learning was present everywhere in my traditional culture. Even our word for 'human being' can be deciphered into a 'learning person'.”

Important skills were demonstrated through mentorship, and were inseparable from culture. “Some of these aspects of the traditional culture remain” says Rivers, "but it often does so in spite of institutions like schooling, politics, and occupations attempting to dissuade or direct focus towards lifestyles that don't reinforce traditional ways of life."

A look back through history indicates that the separation of learning from community and the natural world is not only intertwined with the rise of capitalism, but also with the formation of nation-states. “All nation-states practice a continual effort to homogenize, using for this purpose the institutions and particularly education,” writes Gustavo Esteva, author of Escaping Education.

In his book, Esteva notes that of the 5,000 languages left in the world, only one per cent exist in Europe and North America, the birthplace of the nation-state and where education is most prevalent. Thus, says Esteva, where education goes, culture suffers.

A Mexican study shows one impact of education on culture: In San Andres Chicahuaxtla, Oaxaca, 30 per cent of youngsters who attend school totally ignore their elders' knowledge of soil culture, and their ability to live off of the land; 60 per cent acquire a dispersed knowledge of it; and 10 per cent are considered able to sustain, regenerate, and pass it on. In contrast, 95 per cent of youngsters in the same village who do not attend school acquire the knowledge that defines and distinguishes their culture.

Schooling as a tool to homogenize Indigenous youth into national patterns is especially obvious in Canada and the United States, writes Ward Churchill in his book Kill the Indian, Save the Man. In both countries, says Churchill, genocidal policies designed to “compel the adoption of Christianity, reshape traditional modes of governance along the lines of corporate boards, and disperse native populations as widely as possible” were carried out through compulsory boarding schools. According to Churchill, these schools were administered with such vigour that the survival rate of children was roughly 50 per cent. According to the Assembly of First Nations, the last Canadian residential school closed in 1996.

“What came down through compulsory schooling was very harsh, very damaging, and very brutal for our communities,” says Rivers. “It still is to this day, because it is all a part of the assimilation process. There is a responsibility for us to find new paths, and new ways.”

“I have a lot of suspicion about the entire school model," says Matt Hern, a long time advocate for school resistance. "I think pretty much all its basic premises and constructions are suspect—bound up with a colonial and colonizing logic aimed at warehousing kids for cheap and efficient training of industrial inputs.”

School resistance is a movement that attempts to undermine dominant narratives around school, and to broaden the deschooling movement to create new ways of engaging and learning together. “I strongly believe we need counter-institutions, ones that can support people and their passions, assist different types of learning, introduce people to new subjects and experiences, pass knowledge down (and up!), provide meaningful work, pay fair wages if possible, build a community infrastructure, reach out to people from different backgrounds,” says filmmaker Astra Taylor.

There are many people in the deschooling community who are doing just that. Hern co-founded the Purple Thistle Centre with eight youth 10 years ago. Today, the Thistle is a thriving deschooling centre in Vancouver.

“We need to be building alternative social institutions—places for kids, youth and families that begin to create a different set of possibilities,” he says. “Something new that begins to describe and construct a different way of living in the world, and a different world.”

Unschooling is simply defined as life-learning. Unschoolers spend their time exploring, learning and doing their passion, often with rigour and on their own time. Unschooling does not mean anti-intellectual; in fact, according to proponents, it is the opposite. “Unschooling is that very moment when you are really sucked into something, whether it's an idea or project and you just want to study it or be involved in it, master it,” says Taylor.

There is certainly a strong emphasis on deschooling at the Thistle, but that does not mean the centre is only run and used by youth who are unschoolers. In fact, most of the youth are local schooled kids. Of the 25 youth on the collective, five are unschoolers, and a few have college degrees. Out of 200 plus youth who use the space, the ratio is the same.

The Thistle is not anti-school per se, rather it is about creating something new, according to Hern. “We wanted to rethink it all—rather than start with 'school' as the template—let’s start over entirely and create an institution that is for kids, by kids, has their thriving in mind, and takes that idea seriously, however it might look,” he says.

While there are also alternative schools with mandates aimed at undermining and changing conventional school, Hern says they are often part of the problem. “These schools are inevitably lovely, nurturing inspiring places, but if they are providing one more great opportunity for the most privileged people in world history, then they are regressive, not progressive projects. They are making the fundamental inequities of the world worse.”

Even the schools that challenge that status quo in a meaningful way are subject to corporate and government interference, he says. Although Taylor and Hern describe deschooling as a collective, grassroots effort, it is still very much on the fringe of society and social consciousness. The reasons are many; primary is the belief that school is inherently good for us.

“The stigma around drop-outs and incomplete graduations is daunting, and you rarely hear of a positive outlook on leaving school,” says Rivers. Despite this, he left school and became a thriving unschooler who has spent the past few years reconnecting and building his community. He currently runs Squamish Language workshops for his community on his reserve.

Indigenous people face an especially difficult stigma for resisting school. Cheyenne La Vallee, from the Sḵwxwú7mesh Nation, also left school to become an unschooler. “It’s considered shameful if you don't finish high school,” she says. “In my experience, I did face a lot of resistance to the idea of unschooling from family members and friends.”

La Vallee knew that schooling and colonization went hand in hand, but she had never "thought it through that the act of unschooling can be a direct link to begin the process of decolonization.”

“Once I left school I found a deep love for my family and myself, my community and culture, life and my landbase, where I got to actually learn my culture, language and land," says La Vallee. "Going back to my land taught me about how my ancestors lived and I saw that as a way to decolonize.”

“As an unschooler I felt very empowered as a citizen—I volunteered, I wrote a zine, I protested, I read widely, I made stuff—but when I briefly attended public high school I suddenly became a student, my interests were compartmentalized and my sense of agency was dramatically diminished," says Taylor.

Schools can be a barrier to ones own cultures and values. “School does everything in its power to make you feel disempowered and ashamed for being Indigenous, for being a youth, for being alive,” says La Vallee.

But leaving school isn't easy for many to imagine. “Narrowly describing de/unschooling as simply 'getting out of school' tends to privilege those with resources, time and money. Generally, middle-class, two-parent, white families,” says Hern.

The same can be said for homeschooling, says Hern. “I think there are some things that many schools do well and are worth considering and respecting. Schools tend to put a lot of different kids together and when you're there you are forced to learn to deal with difference: people who don’t look, act, think or behave like you do. That’s really important, and often deschoolers end up hanging out with a lot of people who are very similar to themselves.” Which is why he thinks deschooling needs to be a form of active solidarity and activism.

An important … [more]
carlabergman  mikejobrownlee  gustavoesteva  2010  resistance  liberation  education  unschooling  deschooling  vancouver  britishcolumbia  indigeneity  indigenous  society  learning  capitalism  accumulation  jasonprice  ivanillich  obedience  mentorship  culture  wardchuchill  genocide  firstnations  matthern  schools  schooling  purplethistlecentre  alternative  lcproject  openstudioproject  youth  grassroots  decolonization  homeschool  difference  activism  solidarity 
march 2018 by robertogreco
David Fickling on Twitter: "Australian hawks carry burning twigs to START FOREST FIRES and drive out prey https://t.co/puU5u0y38I Cool story bro, but ine of the most i… https://t.co/xXHcEJZZh6"
"Australian hawks carry burning twigs to START FOREST FIRES and drive out prey ªªhttp://www.bioone.org/doi/abs/10.2993/0278-0771-37.4.700?journalCode=etbi ºº

Cool story bro, but ine of the most interesting angles was totally missed in many reports:

Indigenous people have known about this behaviour since way, way back. It's "often represented in sacred ceremonies", per the article

https://news.nationalgeographic.com/2018/01/wildfires-birds-animals-australia/
[image of text]

Three guesses how Australian officialdom deals with real-world information that Aboriginal people have known for generations and observe all the time... 🙄🙄
[image of text]

I can think of another -ism that doesn't start with "skeptic" in this instance...

Australians still vastly underestimate how intensively Aboriginal people cultivated the landscape through fire agriculture: https://www.youtube.com/watch?v=zGO2GbLRWcQ

One other thing: Cooperative hunting with dolphins was also quite common among Aboriginal people in eastern Australia: http://www.tandfonline.com/doi/abs/10.2752/089279302786992694?journalCode=rfan20

I wish people would more often call this applied knowledge what it is: "technology" https://en.oxforddictionaries.com/definition/technology [image of text]

BTW the paper abstract starts "We document Indigenous Ecological Knowledge and non-Indigenous observations..." so it's hard to argue this angle is a minor element of the research

The theme of the paper is literally "we should pay more attention to Indigenous knowledge" but somehow in translation it's become "LOL hawks are mad"

BTW here's a non-journalwalled summary of the research themes: https://blogs.crikey.com.au/northern/2015/11/08/ornithogenic-fire-raptors-as-propagators-of-fire-in-the-australian-savanna/ "

[via "This behavior is fascinating and the thread that follows on both Aboriginal technology and colonialist racism is important."
https://twitter.com/Dymaxion/status/951172611391795200

via "cc: @rogre And now, for the rest of the story..."
https://twitter.com/symptomatic/status/951198470848819205 ]
animals  multispecies  moethanhuman  aborigines  davidfickling  via:sympotomatic  australia  human-animalrelations  human-animalrelationships  technology  racism  colonialism  ecology  indigeneity  knowledge  erasure  indigenousknowledge  hawks  fire  landscape  dolphins 
january 2018 by robertogreco
Stefano Harney and Fred Moten, "Michael Brown" [.pdf]
[Also here: https://www.academia.edu/17216167/Michael_Brown_by_Stefano_Harney_and_Fred_Moten ]

"We fall so we can fall again, which is what ascension really means to us. To fall is to lose one’s place, to lose the place that makes one, to relinquish the locus of being, which is to say of being single. This radical homelessness—its kinetic indigeneity, its irreducible queerness—is the essence of blackness. This refusal to take place is given in what it is to occur."



"But what if together we can fall, because we’re fallen, because we need to fall again, to continue in our common fallenness, remembering that falling is in apposition to rising, their combination given in lingering, as the giving of pause, recess, vestibular remain, custodial remand, hold, holding in the interest of rub, dap’s reflex and reflection of maternal touch, a maternal ecology of laid hands, of being handled, handed, handed down, nurture’s natural dispersion, its endless refusal of standing. Hemphill emphatically announces the sociality that Luther shelters. Fallen, risen, mo(u)rnful survival. "



"The state can’t live with us and it can’t live without us. Its violence is a reaction to that condition. The state is nothing other than a war against its own condition. The state is at war against its own (re)sources, in violent reaction to its own condition of im/possibility, which is life itself, which is the earth itself, which blackness doesn’t so much stand in for as name, as a name among others that is not just another name among others.

That we survive is beauty and testament; it is neither to be dismissed nor overlooked nor devalued by or within whatever ascription of value; that we survive is invaluable. It is, at the same time, insufficient. We have to recognize that a state—the racial capitalist/settler colonial state—of war has long existed. Its brutalities and militarizations, its regulative mundanities, are continually updated and revised, but they are not new."



"The law of the state is what Ida B. Wells rightly calls lynch law. And we extend it in our appeals to it.

We need to stop worrying so much about how it kills, regulates, and accumulates us, and worry more about how we kill, deregulate, and disperse it. We have to love and revere our survival, which is (in) our resistance.We have to love our refusal of what has been refused. But insofar as this refusal has begun to stand, insofar as it has begun to seek standing, it stands in need of renewal, now, even as the sources and conditions of that renewal become more and more obscure, more and more entangled with the regulatory apparatuses that are deployed in order to suppress them. At moments like this we have to tell the truth with a kind of viciousness and, even, a kind of cruelty."



"The innovation of our survival is given in embrace of this daimonic, richly internally differentiated choreography, its lumpen improvisation of contact, which is obscured when class struggle in black studies threatens to suppress black study as class struggle."



"Michael Brown and his boys: black life breaking and making law, against and underneath the state, surrounding it. They had foregone the melancholic appeal, to which we now reduce them, for citizenship, and subjectivity, and humanness. That they had done so is the source of Darren Wilson’s genocidal instrumentalization in the state’s defense. They were in a state of war and they knew it. Moreover, they were warriors in insurgent, if imperfect, beauty."



"Rather than dissipate our preoccupation with how we live and breathe, we need to defend our ways in our persistent practice of them. It’s not about taking the streets; it’s about how, and about what, we should take to the streets. What would it be and what would it mean for us jurisgeneratively to take to the streets, to live in the streets, to gather together another city right here, right now?"
stefanoharney  fredmoten  michaelbrown  blackness  indigeneity  refusal  resistance  governance  illegibility  state  homelessness  queerness  survival  settlercolonialism 
december 2017 by robertogreco
Undercommoning – Revolution within, against, and beyond the University
"No nostalgia for the past | No nostalgia for the future

Undercommoning is building a North American network of radical organizers within, against, and beyond the (neo)liberal, (neo)colonial university.

We host critical discussions and engagements to build solidarity around radical and marginalized forms of knowledge and undercommons-centred power. We aspire to create heterogenous networks that will link disparate geographic locations while also facilitating meaningful relationships around local, place-based organizing.

Undercommoning is an evolving network of radical organizers within, against, and beyond the neoliberal, (neo)colonial university in North America. We seek to experiment with and broadcast new ways of working together, new forms of study, and new pathways to solidarity."



"What is the Undercommoning Project?

We participate in and affirm those activist projects that oppose and seek alternatives to gentrification, commercialization, rising student debt and tuition, low wages for university staff and contract labor, and the academy’s attempts to hold a monopoly on the production of knowledge.

We host occasional critical online discussions called “encounters,” broadcast and publish interviews with activists, and otherwise solicit and disseminate texts and projects that build solidarity around radical and marginalized forms of knowledge and to sustain and amplify the undercommons: those networks of struggle, study and creativity that exist within, outside and in spite of the university.

We aim to create platforms to connect those struggling in the shadows of the university: not only workers and students within the institution, but those for free education, autonomous learning, and collective study outside of the university’s walls. The Undercommoning project provides a framework to link diverse local struggles so that they can gain strength and insight from one another’s efforts and visions.

What does Undercommoning mean?
We discuss the project and its goals in more detail in this article: http://undercommoning.org/undercommoning-within-against-and-beyond/

Who we are
The Undercommoning Project is an alliance of outcasts and fugitive knowledge workers struggling in the margins and on the edges of the universities that wrought us.

As a network, we aim to connect to one another both continentally and locally, appropriating where we can the new technologies of digital communication and meeting in person when possible.

The network is maintained by a rotating “Collective” of 10-15 people, most of whom are precarious academic or university workers, some of whom have exited the university. We work semi-anonymously to avoid the recuperative and repressive forces of academic capitalism.

We reject the artificial hierarchies of knowledge and prestige that are the weapons of the university. As such, we are open to anyone onto whom the university casts its shadow, from custodial workers to dropouts, from adjunct faculty to administrative support staff, from students to food servers, from trade unionists to activists building alternative institutions.

We work in the tradition of militant inquiry: bottom-up collective learning dedicated to building community capacities for radical social change. Our project seeks to amplify everyday forms of resistance. The online forum is a place to share radical critiques and strategies for overturning a system where education is a transaction. Further, we recognize the education many of us have received owes an unpayable debt to oppression in the forms of colonialism, slavery, and dispossession of indigenous communities.

What we do?

While we are just getting off the ground now, as a collective, we aim to……

• Host regular online meet-ups for organizers and thinkers to learn about one another’s struggles and build solidarity and capacity.
• Publish interviews, transcripts, essays, news and examples from struggles around the world
• Organize local events where organizers can gather and make common cause.
• Act as a network for organizers and activists within, against, and beyond the university.
• Reveal and challenge the North American university as a site working at the junction of settler-colonialism, neoliberal capitalism, hetero-patriarchy, white supremacy and other systems of domination and exploitation. We also diagnose the university as a key institution of power that works in concert with police, prisons, the financial system, the ‘lower’ education system, punitive state bureaucracies, culture industries and other means of oppression.
• Catalyze intersectional solidarity between and beyond laborers of the university, including: precarious academic workers; clerical, technical, food service, maintenance, and other support workers; subcontracted workers; exploited student laborers; international learners’ and those ejected from or refused by the university.
• Valorize the labor of the “undercommons”, promoting the autonomy of these forms of bottom-up refusal, collaboration, solidarity and mass intellectuality that the university at once subjugates and requires for its survival.
How can I find out more?

Our hallmarks
• Anti-colonial: towards the reclamation and revalourization of Indigenous, non-white and proletarian forms of learning/study/community-building/praxis.
• Anti-racist: Towards a politics of liberation, against the afterlives of slavery and ongoing forms of racial capitalism which universities sustain and reproduce
• Anticapitalist: against the university as an Edu-factory and against schools as reproducers of class relations
• No nostalgia: for the public education or Keynesian university-that-never-was
• Feminist: for dismantling patriarchy and hetero-and-cis-sexism
• Trans-&-Queer-Liberationist: Towards a queer rebellion, against homonormative forms of capture and the valo(u)rization of new capitalist demographics
• Autonomist: grassroots self-organization, extraparliamentary, non-sectarian
• Accomplices: beyond allyship, strategizing with, not for, and ready to betray academic institutions
• Undercommoning: radical networks, resource redirection, subversion, non-participation
• Experimentation/exodus: radical creativity and courage
• Solidarity: learning/study in league with communities, struggles, etc.
• Strategic optimism: not just a pity party or a social club"
highered  highereducation  undercommons  stefanohaney  fredmoten  academia  gentrification  learning  neoliberalism  capitalism  colonialism  decolonization  praxis  feminism  networks  allyship  solidarity  optimism  strategicoptimism  education  anicapitalism  antiracism  indigenous  indigeneity  colleges  universities 
december 2017 by robertogreco
The Future Is Indigenous: Decolonizing Thanksgiving
"If you want to acknowledge a different Thanksgiving story, start with the land beneath your feet. Wherever you are in North America, you are on Indigenous land, even if the Indigenous peoples have long since been removed. If you don't know whose land you're living on, find out, and be prepared to unlearn the stories you may take for granted. My students and I learn and teach on Cahuilla land in Riverside, California. My class begins with the brutal history of conquest and settler colonialism in California. The Spanish mission system of the late 18th and early 19th centuries effectively enslaved California Indians and forced them to build the missions that are now romanticized.

In elementary school, most of my students had to complete a fourth-grade "mission project," which involves building a model mission, often out of sugar cubes. They tell me that if their teachers mentioned California Indians at all, it was to say that California Indians and mission padres were friends. It is usually news to them that California Indians were the ones who built the missions and that that labor was forced. Missions, as Deborah Miranda's beautiful memoir Bad Indians demonstrates, were prisons for California Indians. It is even more of a shock for most students to learn about the realities of the Gold Rush. One of the first laws passed by the state of California ("Act for the Government and Protection of Indians," 1850) set in place a terrifying system whereby white settlers could effectively indenture any Indian not already indentured by another white settler, in part through outlawing Indian vagrancy and allowing white settlers to take in orphaned Indian children as labor.

We sit with all of this history and its ongoing erasure. While it is difficult to confront the fact that multiple forms of Indian slavery and genocide built California, we also marvel and take inspiration from the fact that California Indians, like Indigenous peoples everywhere, survived. That is the major component missing from Ramsey's video. It is important to acknowledge the history of settler colonialism, but it's also crucial to recognize Indigenous survival, or you risk perpetuating the very myths that settler colonialism disseminates. Despite the naturalization of what is now the United States, on a different and more significant scale, this is still Indigenous land, and Indigenous people are still here. Around Thanksgiving, I highlight for my students the ongoing life of the Wampanoag, whose ancestors were the actual Native Americans who saved the pilgrims. I ask my students to tell their families about the truly amazing Wampanaog language revitalization underway because of the work of Jessie Little Doe Baird, who has brought their language back to life despite it previously being thought "extinct."

This year, my class has also repeatedly discussed and gathered inspiration from what's happening at Standing Rock, where thousands have gathered to ally with the Lakota who are protecting the Missouri River from the construction of the Dakota Access pipeline. We are attentive to the ways that the struggle at Standing Rock is not simply an environmental issue, but a matter of Indigenous people insisting on their right to be responsible for their traditional homelands, of which the Standing Rock Sioux Reservation is a small fraction. We work to recognize the similar work that is happening in California, too. For example, in the San Francisco Bay Area, various sacred sites have been destroyed through development, including an Ohlone shellmound burial site at the site of what is now the Emeryville Bay Street shopping mall. Every Black Friday after Thanksgiving, Ohlone leaders organize a protest to remind shoppers that the mall desecrates Ohlone ancestors.

As many have said before me, Standing Rock is everywhere. Contribute what you have to offer to the cause at Standing Rock, and also find out what contemporary struggles Indigenous peoples in your region are leading.

Indigenous movements to protect life are connected, across North America and beyond. It fills me with pride and aloha to see Kanaka Maoli (Native Hawaiians) who have fought to protect Mauna Kea (a sacred mountain on Hawaii Island) from the construction of a Thirty Meter Telescope travel to Standing Rock to offer their solidarity. Indigenous people survive because, despite settler colonial myths that place us in the past, we have always known that we live in the future. Bryan Kamaoli Kuwada has written powerfully on this point: "The future is a realm we have inhabited for thousands of years. You cannot do otherwise when you rely on the land and sea to survive."

If you want to shake up your family's belief in the Thanksgiving myth this year, do so in a way that acknowledges Indigenous life today and into the future."
thanksgiving  decolonization  2016  mailearvin  indigenous  indigeneity  california  history  deborahmiranda  nativeamericans  us  jessielittledowbaird  standingrock  bryankamaolikuwada 
november 2017 by robertogreco
Métis In Space
"Welcome to Métis in Space - the podcast where your hosts, Molly and Chelsea, drink a bottle of (red) wine and, from a tipsy, decolonial perspective, review a sci-fi movie or television episode featuring indigenous peoples, tropes and themes."

"Métis In Space hilariously deconstructs the science fiction genre through a decolonial lense. Join hosts Molly Swain & Chelsea Vowel as they drink a bottle of (red) wine, and from a tipsy, decolonial perspective, review a sci-fi movie or television episode featuring Indigenous Peoples, tropes & themes."
mollyswain  chelseavowel  scifi  sciencefiction  film  television  movies  indigeneity  decolonization  tropes  themes 
april 2016 by robertogreco
Decolonising Archives - Resources - L’internationale
"The e-publication Decolonising Archives aims to show how archives bear testimony to what was, even more so than collections. Archives present documents that allow one to understand what happened and in which order. Today Internet technology, combined with rapid moves made on the geopolitical chessboard, make archives a contested site of affirmation, recognition and denial. As such, it is of great importance to be aware of processes of colonialisation and decolonisation taking place as new technology can both be used to affirm existing hegemonic colonial relationships or break them open.

hapters
1. Introduction
2. Radically De-Historicising the Archive. Decolonising Archival Memory from the Supremacy of Historical Discourse
by Wolfgang Ernst
3. Buried (and) Alive
by Jeffrey Schnapp
4. H[gun shot]ow c[gun shot]an I f[gun shot]orget?
by Lawrence Abu Hamdan
5. Another Mapping of Art and Politics. The Archive Policies of Red Conceptualismos del Sur
by Ana Longoni / Red Conceptualismos del Sur
6. Decolonial Sensibilities: Indigenous Research and Engaging with Archives in Contemporary Colonial Canada
by Crystal Fraser and Zoe Todd
7. In Search For Queer Ancestors
by Karol Radziszewski
8. The Hump of Colonialism, or The Archive as a Site of Resistance
by Rona Sela
9. A Grin Without Marker
by Filipa César
10. Presenting Pasts
by Andrea Stultiens
11. The Archives of the Commons seminar, Madrid 2015
by Mela Dávila and Carlos Prieto del Campo (Museo Nacional Centro de Arte Reina Sofía), Marisa Pérez Colina (Fundación de los Comunes) and Mabel Tapia (Red Conceptualismos del Sur)
12. Archives of the Commons: Knowledge Commons, Information and Memory
by Carlos Prieto del Campo
13. Biographies"
decolonization  archives  internet  colonization  wolfgangernst  jeffreyschnapp  lawrenceabuhamdan  analongoni  crystalfraser  zoetodd  karolradziszewski  ronasela  filipacésar  andreastultiens  meladávila  carlosprietodelcampo  marisapérezcolina  mabeltapia  radoištok  history  politics  indigeneity 
march 2016 by robertogreco
Never Alone (video game) - Wikipedia
"Never Alone, also known as Kisima Inŋitchuŋa ("I am not alone"), is a puzzle-platformer video game by Upper One Games. Swapping between an Iñupiaq girl named Nuna and her Arctic fox companion, the player completes puzzles in a story based on Alaskan indigenous stories told in eight chapters."

[via: https://vimeo.com/152108782
"one of the finest examples we have of what happens when technology leverages the insights of the humanities"]

[See also:
http://neveralonegame.com/
https://www.youtube.com/watch?v=lM_80zVzwpI
http://kotaku.com/never-alone-the-kotaku-review-1659789150 ]
games  videogames  srg  edg  neveralone  2014  alaska  indigenous  indigeneity 
january 2016 by robertogreco
The Internet Isn't Available in Most Languages - The Atlantic
"Tweet, tuít, or giolc? These were the three iterations of a Gaelic version of the word “tweet” that Twitter’s Irish translators debated in 2012. The agonizing choice between an Anglicized spelling, a Gaelic spelling, or the use of the Gaelic word for “tweeting like a bird” stalled the project for an entire year. Finally, a small group of translators made an executive decision to use the Anglicized spelling of “tweet” with Irish grammar. As of April 2015, Gaelic Twitter is online.

Indigenous and under-resourced cultures face a number of obstacles when establishing their languages on the Internet. English, along with a few other languages like Spanish and French, dominates the web. People who speak these languages often take for granted access to social-media sites with agreed-upon vocabularies, built-in translation services, and basic grammar and spell-checkers.

For Gaelic, a minority language spoken by only two to three percent of the Irish population, it can be difficult to access these digital services. And even languages with millions of speakers can lack the resources needed to make the Internet relevant to daily life.

In September of this year, the Broadband Commission for Digital Development, an organization established five years ago to monitor the growth and use of the Internet around the world, released its 2015 report on the state of broadband. The report argues that representation of the world's languages online remains one of the major challenges in expanding the Internet to reach the four billion people who don’t yet have access.

At the moment, the Internet only has webpages in about five percent of the world's languages. Even national languages like Hindi and Swahili are used on only .01 percent of the 10 million most popular websites. The majority of the world’s languages lack an online presence that is actually useful.

Ethnologue, a directory of the world’s living languages, has determined that 1,519 out of the 7,100 languages spoken today are in danger of extinction. For these threatened languages, social-networking sites like Facebook, Twitter, and Instagram, which rely primarily on user-generated content, as well as other digital platforms like Google and Wikipedia, have a chance to contribute to their preservation. While the best way to keep a language alive is to speak it, using one’s native language online could help.

The computational linguistics professor Kevin Scannell devotes his time to developing the technical infrastructure—often using open-source software—that can work for multiple languages. He’s worked with more than 40 languages around the world, his efforts part of a larger struggle to promote under-resourced languages. “[The languages] are not part of the world of the Internet or computing,” he says. “We’re trying to change that mindset by providing the tools for people to use.”

One such under-resourced language is Chichewa, a Bantu language spoken by 12 million people, many of whom are in the country of Malawi. According to Edmond Kachale, a programmer who began developing a basic word processor for the language in 2005 and has been working on translating Google search into Chichewa for the last five years, his language doesn’t have sufficient content online. This makes it difficult for its speakers to compete in a digital, globalized world. “Unless a language improves its visibility in the digital world,” he says, “it is heading for extinction.”

In Malawi, over 60 percent of the population lacks Internet access; but Kachale says that “even if there would be free Internet nation-wide, chances are that [Chichewa speakers] may not use it at all because of the language barrier.” The 2015 Broadband Report bears Kachale’s point out. Using the benchmark of 100,000 Wikipedia pages in any given language, it found that only 53 percent of the world’s population has access to sufficient content in their native language to make use of the Internet relevant.

People who can’t use the Internet risk falling behind economically because they can’t take advantage of e-commerce. In Malawi, Facebook has become a key platform for Internet businesses, even though the site has not yet been translated into Chichewa. Instead, users tack-on a work-around browser plug-in, a quick-fix for languages that don’t have official translations for big social-media sites.

“Unless a language improves its visibility in the digital world, it is heading for extinction.”
In 2014, Facebook added 20 new languages to its site and launched several more this year, bringing it to more than 80 languages. The site also opens up languages for community-based translation. This option is currently available for about 50 languages, including Aymara, an indigenous language spoken mainly in Bolivia, Peru, and Chile. Though it has approximately 2 million speakers, UNESCO has designated Aymara as “vulnerable.” Beginning in May of 2014, a group of 20 volunteer translators have been chipping away at the 25,000 words used on the site—and the project is on course to be finished by Christmas.

The project is important because it will encourage young people to use their native language. “We are sure when Aymara is available on Facebook as an official language, it will be a source of motivation for Aymara people,” says Elias Quisepe Chura, who manages the translation effort (it happens primarily online, unsurprisingly via a Facebook page).

Ruben Hilari, another member of the translation team, told the Spanish newspaper El Pais, “Aymara is alive. It does not need to be revitalized. It needs to be strengthened and that is exactly what we are doing. If we do not work for our language and culture today, it will be too late tomorrow to remember who we are, and we will always feel insecure about our identity.”

Despite its reputation as the so-called information superhighway, the Internet is only legible to speakers of a few languages; this limit to the web’s accessibility proves that it can be as just as insular and discriminative as the modern world at large."
internet  languages  language  linguistics  2015  translation  insularity  web  online  gaelic  hindi  swahili  kevinscannell  via:unthinkingly  katherineschwab  edmondkachele  accessibility  enlgish  aymara  rubenhilari  eliasquisepechura  bolivia  perú  chile  indigenous  indigeneity  chichewa  bantu  google  kevinsannell  twitter  facebook  instagram  software  computation  computing  inclusivity 
january 2016 by robertogreco
Decolonization: Indigeneity, Education & Society
"Decolonization: Indigeneity, Education & Society is an undisciplinary, peer-reviewed, online Open Access journal committed to supporting and advancing decolonization scholarship, practice, and activism within and, more importantly, beyond and against, the academy. We believe in connecting decolonization struggles across locations and experiences, in connecting academics, activists, and artists - and their production - within larger communities of decolonial struggle, and connecting knowledge production to histories of resistance to colonial power; we believe in a lived out decolonial praxis. Decolonization is not new and we do not aspire to meet the academic demand for new and invigorating paradigms; it is not the academy we are interested in invigorating. Instead, we seek to ground decolonization in the lived experiences and histories of those individuals and communities that have and are living out decolonization, seeking to invigorate connections, struggles, and knowledges that reside beyond the academy.

Our newest issue is now available to read and download! Click on the cover image below to read it and then share! To find past issues, please look in our archives."
decolonization  indigeneity  journals  education  society  undisciplinary 
december 2015 by robertogreco
In Hokkaido, the Ultimate Japanese Snow Country | Travel + Leisure
"Hokkaido’s wintriness is overwhelming in its scale and dizzying in its mille-feuille complexity. I stare, speechless, at the rolling drifts of Siberian snow, at the towering alps in the distance, and at the endless primeval spruce forest that covers them. Lake Shikotsu is before us, a caldera lake blue as an eye, surrounded by three volcanoes and enveloped by a haze of frozen, archaic trees. This land is a true song of fire and ice. In the days before the Japanese arrived, when it was only Ainu, it was also wolf country, howls rising over the mountains. We’re in Deep Hokkaido now, as deep as you can get when you’re in a heated, immaculately appointed cab.

Just as I’m about to speak, a red fox steps out onto the road, an exclamation of color against the drifts. It gives us a single indifferent glance before gliding back into the trees. Like Shimamura in Yasunari Kawabata’s novel Snow Country, I feel my chest rise at the inexpressible beauty of it.

***

The abiding irony of Hokkaido is that the very natural qualities that make it so irresistible to outsiders are what have historically protected the island from them in the first place. For thousands of years this remote, inhospitable land was Ainu and Ainu only. An indigenous people with lighter skin and hairier bodies than the Japanese, the Ainu created an animist civilization that embodied the Japanese ideal of living close to nature, of managing to be, as Bashō wrote, “friends with the four seasons”—which you’d think might have given them a pass when they finally came into contact with the expanding Japanese in the 1300s.

Alas, it did not. As the Japanese pushed northward into Hokkaido, their incursions brought trade, alcoholism, and warfare, and slowly pushed the Ainu out of the southern parts of the island. But the Japanese colonization of Hokkaido only really took off in the 1870s, when Meiji officials began to fear that Russia might seize the island. So the Meiji government countered a possible invasion with a real one. Thousands of settlers, many of them disenfranchised samurai, were funneled north, enticed by tax amnesties and land grants. Whole pioneer settlements were wiped out by weather, disease, and crop failure—yet the government, which needed all the natural resources it could lay its hands on to fuel its modernization, did not relent. Eventually, Hokkaido was conquered.

For the Ainu, it was the End—about as close to apocalypse as you can experience and still be around to talk about it. On top of grabbing all the land, the Japanese pursued a policy of enforced assimilation, depriving the Ainu of their names, their language, their culture, even their tattoos. The Ainu were prohibited from fishing salmon—which would be like prohibiting the Japanese from farming rice. Many were forced to toil in slavelike conditions in mines and in—wait for it—the conqueror’s fisheries. (If you want to know where the Japanese imperial programs for Korea, Taiwan, and China began, look no further than Hokkaido.) To make matters all the more horrible, the Japanese government refused even to recognize the Ainu as indigenous people until Ainu activism helped overturn that madness—in 2008. Discrimination against them remains rampant.

And yet, despite everything, the Ainu are still in Hokkaido, making their world. In the past few decades there has been a marked resurgence of pride in Ainu tradition. Young activists have taken up where their elders left off, and the Ainu language, long on the brink of extinction, is experiencing a minor revival. Artists such as Oki Kanno and Mina Sakai of the music group Imeruat are testaments to the survivance of Ainu culture.

The Ainu are Hokkaido, and everywhere you look on the island you will find traces of them. But if you’re a traveler and you want to see Ainu up close, chances are you’ll end up doing what we do. You’ll loop down to the coastal town of Shiraoi, and there on the shore of Lake Poroto you’ll find the Porotokotan Ainu Culture Village. With replicas of traditional thatched houses (chise), a not uninteresting museum, and, best of all, honest-to-goodness Ainu, Porotokotan is indigenous cultural tourism at its most textbook."



"From what I see, Niseko is less a contact zone where cultures meet and more an exclusion zone where all the challenges that make travel in Japan so rewarding—the language barrier; the mystifying cultural differences; the constant burden of being an other in a society that prides itself on its homogeneity; the local people themselves in all their diversity—are blocked out.

It’s not just me, either. Even the resident gaijin joke about Niseko’s strange circumscription. As Joe, our English waiter at the Niseko Supply Co., explains to us, when the international crowd has to venture out from Niseko, they say they’re going to Japan.

No offense to anyone, but I didn’t come to Japan to hang out in a gaijin-safe area—I could do that back in Boston for free. And I’m afraid the memory of the Ainu isn’t helping—left me in no mood for invasions of any sort. Even though I’m as much an invader as anyone.

The lesson here might be that if you’re coming to Niseko, try not to first visit the Ainu.

In spring the Shinkansen will arrive in Hokkaido, and with it, the future. Perhaps, as some predict, nothing will really change, and towns like Shiraoi will continue to wither, their young people fleeing en masse to Sapporo, Tokyo, and beyond. Perhaps the future will be the Niseko Invasion writ large over the entire island. I suspect there are folks who would love to see something like that happen. Better Niseko than a corpse like Shiraoi, they would argue.

When I contemplate that possible future, I think of the Hokkaido wolf, now extinct, and I think of the Hokkaido bear in his cage, and I think of the Hokkaido fox I saw on the road, who looked at us like we were nothing.

I think of Takahashi with the flakes in his hair.

And, of course, I think of the Ainu.

What will the future bring Hokkaido? Wolf, bear, fox? I know what I want and I know what I fear, but of the future, to misquote Thomas Mann: I cannot know and you cannot tell me.

Let the future bring what it will; for the present I’ll stick with Sapporo, with its fresh-to-death swagger and its legendary ramens. And I’ll stick with the Hokkaido of Snow Country, not only because it is true and beautiful and precious but because maybe one day me and some version of that titanic bear I saw at the airport might meet. Hopefully she won’t try to eat me.

After another coffee at the Niseko Supply Co. I say to the girls, “Shall we?” La Bachatera asks for the bill before I finish speaking.

We call Ohtaka, and lucky for us he’s free for the day, so he scoops us up and that’s it for Niseko. We’ll end our trip where most people head first from Sapporo: in Otaru, with its famous glassware and its picturesque canal. A historic port, it survives on day-tripping tourists from Sapporo, but at night it turns into another corpse.

We’ll arrive at night.

But that’s still in the future. In the present we have a lot of road to cover. I still have hope for one last bear.

We head back into Snow Country. Ohtaka is telling us about his time in the Self-Defense Force and about his two sons, both, predictably, in Sapporo. La Bachatera is translating happily and Ms. Marvel is busy with the Otaru section of our guidebook. Mount Tengu. The Herring Mansion. The Music Box Museum. I can’t stop myself from turning around to catch one last glimpse of Mount Yotei, which the Ainu believed was the first place created on our world. To see it in that light, against that blue sky, just about takes your heart out.

And then it too disappears."
hokkaido  japan  2015  junotdíaz  ainu  history  thomasmann  nature  colonialism  indigeneity 
december 2015 by robertogreco
The Future of Big-Box Schooling
"The fundamental flaw which is structurally embedded in our education system is the fallacy of social engineering – the false belief that it is possible to institute a top-down, mechanical structure, impose it on a complex living system, and expect predictable results. The entire superstructure of goals, objectives, state standards, curricula, and tests is fundamentally built on the assumption that learning is a mechanical process, in which the proper ingredients can be fed into the pipeline and the proper product will emerge at the other end. (Of course, the fact that this persistently does not happen, John Taylor Gatto argues, is no accident, but reflects the fact that it is not actually in the interests of the existing power structure to have a large population capable of exercising independent critical intelligence.)"



"Every culture is different, and as anthropologist Meredith Small points out, every culture makes trade-offs: it would be romantic to assume that there is some perfect balance to be found. But because a traditional culture embodies learning which takes place over many generations, in which thousands of years of observation and trial-and-error allow for a multi-generational wisdom about human nature to evolve, it is possible that nuanced and workable ways of relating to children may exist in traditional cultures from which modern societies can learn and benefit.

Aspects of learning in many (not all) traditional cultures include:

• Immersing young people in adult activity rather than segregating them by age.
• Immersing children in multi-age groups where they can learn from older children.
• Immersing young people in nature rather than confining them indoors for most of the day.
• A blurring of the boundaries between work and play.
• Allowing for physical movement and engagement with new tasks or knowledge rather than requiring a sedentary existence as the condition for learning.
• Allowing the time for freedom, experimentation, choice, fluidity, play.
• Learning through deeper personal relationships, mentorships, apprenticeships, rather than from teachers who are not known on a personal level.
• Control over the timing, form and content of learning which resides in the child and/or in adults who know the child as an individual, rather than control being located in distant “experts” and one-size-fits-all “standards.”
• Allowing for extended transformative experiences in which young people make independent choices to discover their unique gifts, rather than step-by-step controlled sequences which attempt to dictate the process as well as the outcome of learning.

These strategies can work for learning to identify medicinal plants in a rainforest, for learning to anticipate and respond to the moods and movements of wild caribou, for learning to build a sustainable house out of mud brick, and they can work for learning how to design software applications or conduct a biological field study or write an elegant and compelling essay.

So if modernized societies are beginning to discuss moving from 20th century “big-box” schooling to a more 21st century networked model of learning, one possibility is that we may see a convergence of learning styles between ancient and modern cultures. As Sugata Mitra has discovered, unlettered street children can teach themselves how to use computers when given free access to the technology. So does it make sense to remove indigenous children from their traditional cultures and put them into outdated factory-style schools? Or should traditional people consider skipping that step, and deciding for themselves how they may want to use, ignore, adapt, blend, or hybridize new technologies and information in an open-network self-regulating manner?

When a new form of knowledge is truly vital and desired by a population, and access to the necessary resources is available, there is no question of needing to make education compulsory — you couldn’t stop the spread of knowledge if you tried. Look at how computer technology and expertise spread through the developed world. Personal computers were not invented by people in schools, and the vast majority of the population did not learn how to use them in schools. It was an open-access / open-source process – an organically expanding, networking, self-correcting, self-regulating and incredibly effective process – just like the early spread of literacy in many parts of Europe before the institution of widespread schooling.

Whether this is always good, of course, is another question. New technologies always change our lives, and not always for the better. Television has burned a wide swath through many cultures, including our own, leaving obesity, isolation, and advertising-driven insecurity and depression in its wake. I’m uneasy about the aggressive marketing of cell phones and technology to remote areas like Ladakh: once people from a sustainable culture suddenly require cash to feed a technology habit, many negative consequences ensue. But ultimately, it’s still better to be in control of what you adopt and what you choose not to adopt –– to be able to take what you need and leave the rest, absorb new things at a rate of your own choosing, than to be forced into an obsolete model of schooling just as the developed world begins to seriously discuss moving beyond it."
carolblack  ellwoodcubberly  johntaylorgatto  kenrobinson  meredithsmall  culture  knowledge  diversity  local  education  learning  children  parenting  sugatamitra  society  indigeneity  indigenous  howweteach  howwelearn  pedagogy  unschooling  deschooling  colonization  standardization  standardizedtesting  standards  relationships  mentoring  apprenticeships  internships  agesegregation  work  play  control  authority  hierarchy  colonialism 
january 2015 by robertogreco
Occupy Your Brain: On Power, Knowledge, and the Re-Occupation of Common Sense
[also here: http://carolblack.org/occupy-your-brain/ ]

"Once learning is institutionalized under a central authority, both freedom for the individual and respect for the local are radically curtailed. The child in a classroom generally finds herself in a situation where she may not move, speak, laugh, sing, eat, drink, read, think her own thoughts, or even  use the toilet without explicit permission from an authority figure.  Family and community are sidelined, their knowledge now seen as inferior to the school curriculum. The teacher has control over the child,  the school district has control over the teacher, the state has control over the district, and increasingly, systems of national standards and funding create national control over states. In what should be considered a chilling development, there are murmurings of the idea of creating global standards for education – in other words, the creation of a single centralized authority dictating what every child on the planet must learn.

The problem with this scenario should be obvious:  who gets to decide what the world’s children will learn?  Who decides how and when and where they will learn it? Who controls what’s on the test, or when it will be given, or how its results will be used? And just as important, who decides what children will not learn? The hierarchies of educational authority are theoretically justified by the superior “expertise” of those at the top of the institutional pyramid, which qualifies them to dictate these things to the rest of us.  But who gets to choose the experts? And crucially, who profits from it?"



"And what could we create, what ecological problems could we solve, what despair might we alleviate, if instead of imposing our rigid curriculum and the destructive economy it serves on the entire world, we embraced as part of our vast collective intelligence the wisdom and knowledge of the world’s thousands of sustainable indigenous cultures? If the internet is the collective intelligence of human beings connecting across the dimension of digital space, then indigenous wisdom is the collective intelligence of human beings connecting across the dimension of time. Every ecosystem in the world at one time had a people who knew it with the knowledge that only comes with thousands of years of living in place. A tribal person in New Guinea can still identify 70 species of birds by their songs; a shaman in the Amazon can identify hundreds of species of plants and which preparations will enhance their chemical potency in the human body; a traditional Polynesian navigator can detect an island miles beyond the horizon by a pattern in the waves and the behavior of birds. This kind of knowledge seems almost supernatural to a modern person stumbling noisily through the forest; but it’s not supernatural. It is human intelligence honed over millennia, through unimaginably vast numbers of individual observations, experiments, reflections, intuitions, refinements of art and experience and communication. It is the indigenous equivalent of a spacecraft sent to Mars; it is human intelligence shaped and perfected and then shot like an arrow, like a ray of light, deep into the heart of nature."
carolblack  education  unschooling  deschooling  centralization  decentralization  curriculum  power  control  policy  authority  colonization  hierarchy  autonomy  testing  standardization  local  freedom  globalization  knowledge  diversity  sustainability  indigeneity  colonialism 
january 2015 by robertogreco
A Thousand Rivers: What the modern world has forgotten about children and learning.
[also here: http://carolblack.org/a-thousand-rivers/ ]

"The following statement somehow showed up on my Twitter feed the other day:
“Spontaneous reading happens for a few kids. The vast majority need (and all can benefit from) explicit instruction in phonics.”

This 127-character edict issued, as it turned out, from a young woman who is the “author of the forthcoming book Brilliant: The Science of How We Get Smarter” and a “journalist, consultant and speaker who helps people understand how we learn and how we can do it better.”

It got under my skin, and not just because I personally had proven in the first grade that it is possible to be bad at phonics even if you already know how to read. It was her tone; that tone of sublime assurance on the point, which, further tweets revealed, is derived from “research” and “data” which demonstrate it to be true.

Many such “scientific” pronouncements have emanated from the educational establishment over the last hundred years or so.  The fact that the proven truths of each generation are discovered by the next to be harmful folly never discourages the current crop of experts who are keen to impose their freshly-minted certainties on children. Their tone of cool authority carries a clear message to the rest of us: “We know how children learn.  You don’t.

So they explain it to us.

The “scientific consensus” about phonics, generated by a panel convened by the Bush administration and used to justify billions of dollars in government contracts awarded to Bush supporters in the textbook and testing industries, has been widely accepted as fact through the years of “No Child Left Behind” and “Race to the Top,” so if history is any guide, its days are numbered. Any day now there will be new research which proves that direct phonics instruction to very young children is harmful, that it bewilders and dismays them and makes them hate reading (we all know that’s often true, so science may well discover it) — and millions of new textbooks, tests, and teacher guides will have to be purchased at taxpayer expense from the Bushes’ old friends at McGraw-Hill.

The problems with this process are many, but the one that I’d like to highlight is this: the available “data” that drives it is not, as a matter of fact, the “science of how people learn.” It is the “science of what happens to people in schools.”

This is when it occurred to me: people today do not even know what children are actually like. They only know what children are like in schools.

Schools as we know them have existed for a very short time historically: they are in themselves a vast social experiment. A lot of data are in at this point. One in four Americans does not know the earth revolves around the sun. Half of Americans don’t know that antibiotics can’t cure a virus. 45% of American high school graduates don’t know that the First Amendment of the Constitution guarantees freedom of the press. These aren’t things that are difficult to know. If the hypothesis is that universal compulsory schooling is the best way to to create an informed and critically literate citizenry, then anyone looking at the data with a clear eye would have to concede that the results are, at best, mixed. At worst, they are catastrophic: a few strains of superbacteria may be about to prove that point for us.

On the other hand, virtually all white American settlers in the northeastern colonies at the time of the American Revolution could read, not because they had all been to school, and certainly not because they had all been tutored in phonics, which didn’t exist at the time. Thomas Paine’s Common Sense, not exactly light reading, sold over 500,000 copies in its first year of publication, the equivalent of a book selling sixty million copies today. People learned to read in a variety of ways, some from small one-room schools, but many from their mothers, from tutors, traveling ministers, apprentice’s masters, relatives, neighbors, friends. They could read because, in a literate population, it is really not that difficult to transmit literacy from one person to the next. When people really want a skill, it goes viral. You couldn’t stop it if you tried.

In other words, they could read for all the same reasons that we can now use computers. We don’t know how to use computers because we learned it in school, but because we wanted to learn it and we were free to learn it in whatever way worked best for us. It is the saddest of ironies that many people now see the fluidity and effectiveness of this process as a characteristic of computers, rather than what it is, which is a characteristic of human beings.

In the modern world, unless you learn to read by age 4, you are no longer free to learn in this way. Now your learning process will be scientifically planned, controlled, monitored and measured by highly trained “experts” operating according to the best available “data.” If your learning style doesn’t fit this year’s theory, you will be humiliated, remediated, scrutinized, stigmatized, tested, and ultimately diagnosed and labelled as having a mild defect in your brain.

How did you learn to use a computer? Did a friend help you? Did you read the manual? Did you just sit down and start playing around with it? Did you do a little bit of all of those things? Do you even remember? You just learned it, right?”



"City kids who grow up among cartoon mice who talk and fish who sing show tunes are so delayed in their grasp of real living systems that Henrich et al. suggest that studying the cognitive development of biological reasoning in urban children may be “the equivalent of studying “normal” physical growth in malnourished children.” But in schools, rural Native children are tested and all too often found to be less intelligent and more learning “disabled” than urban white children, a deeply disturbing phenomenon which turns up among traditional rural people all over the world."



"Human cognitive diversity exists for a reason; our differences are the genius – and the conscience – of our species. It’s no accident that indigenous holistic thinkers are the ones who have been consistently reminding us of our appropriate place in the ecological systems of life as our narrowly-focused technocratic society veers wildly between conservation and wholesale devastation of the planet. It’s no accident that dyslexic holistic thinkers are often our artists, our inventors, our dreamers, our rebels. "



"Right now American phonics advocates are claiming that they “know” how children learn to read and how best to teach them. They know nothing of the kind. A key value in serious scientific inquiry is also a key value in every indigenous culture around the world: humility. We are learning."



"“It is in our idleness, in our dreams, that the submerged truth sometimes comes to the top,” a great artist once said. Science is a tool of breathtaking power and beauty, but it is not a good parent; it must be balanced by something broader, deeper, older. Like wind and weather, like ecosystems and microorganisms, like snow crystals and evolution, human learning remains untamed, unpredictable, a blossoming fractal movement so complex and so mysterious that none of us can measure or control it. But we are part of that fractal movement, and the ability to help our offspring learn and grow is in our DNA. We can begin rediscovering it now. Experiment. Observe. Listen. Explore the thousand other ways of learning that still exist all over the planet. Read the data and then set it aside. Watch your child’s eyes, what makes them go dull and dead, what makes them brighten, quicken, glow with light. That is where learning lies."
carolblack  2014  education  learning  certainty  experts  science  research  data  unschooling  deschooling  schooliness  schooling  compulsoryschooling  history  literacy  canon  parenting  experimentation  listening  observation  noticing  indigeneity  howwelearn  howweteach  wisdom  intuition  difference  diversity  iainmcgilchrist  truth  idleness  dyslexia  learningdifferences  rosscooper  neurodiveristy  finland  policy  standards  standardization  adhd  resistance  reading  howweread  sugatamitra  philiplieberman  maori  aboriginal  society  cv  creativity  independence  institutionalization  us  josephhenrich  stevenjheine  aranorenzayan  weird  compulsory  māori  colonization  colonialism 
august 2014 by robertogreco
SOPHIA AZEB /// The “No-State Solution”: Power of Imagination for the Palestinian Struggle « ARCHIPELAGO | The Podcast Platform of the Funambulist
"This conversation with Sophia Azeb is the first of a series recorded along the American and Canadian West Coast. Sophia and I talk about our frustrations to see the lack of imagination offered by the “solutions” (a highly problematic term) often given to end what remains problematic to call “the Israeli-Palestinian conflict.” In opposition to the traditional “two-state solution” and “one-state solution,” Sophia proposes a “no-state solution,” that refuses the recognition of any property on the land and thus, state-sovereignty. We talk about the land being practiced by the bodies, and the bodies being fragments of the land, through a corpus of anti-colonial poetry. Finally we address science-fiction as a provider of narratives whose imaginative power can have important political impact in the construction of a collective future.

Sophia Azeb is a PhD Candidate in the Department of American Studies & Ethnicity at the University of Southern California. Her dissertation project, Ceci (n’)est (pas) une Arabe: Cultural Explorations of Blackness in the North African Diaspora, 1952-1979, explores articulations of blackness within multilingual and transnational anti-colonial cultural practices of expatriate African Americans, Algerians, and Egyptians during the Cold War era. She writes on these and related topics for Africa Is A Country, The Feminist Wire, and KCET Artbound. Sophia is an ardent Gooner, and can be found on Twitter: @brownisthecolor.

WEBSITES:

- http://africasacountry.com/author/smallsilence/
- http://thefeministwire.com/2012/09/introducing-sophia-azeb/
- http://www.kcet.org/arts/artbound/columnists/sophia-azeb/

REFERENCE BOOKS:

- Mahmoud Darwish, “Ana Atin ila Zit ‘aynaki (I am coming to the shadows of your eyes).”
- Mike Krebs and Dana M. Olwan. “‘From Jerusalem to the Grand River, Our Struggles are One’: Challenging Canadian and Israeli Settler Color Colonial Studies 2:2, 2012.
- Achille Mbembe. De La Postcolonie, essai sur l’imagination politique dans l’Afrique contemporaine. Éditions Karthala, 2000.
- Joe Sacco. Palestine. Fantagraphics, 2001.
- Raja Shehadeh, Palestinian Walks: Forays into a Vanishing Landscape, Scribner, 2008.
- Raja Shehadeh, 2037: Le Grand Bouleversement, Galaade, 2011.

REFERENCE ART WORK:

- Larissa Sansour, “Nation Estate” (2012): [image]

- Larissa Sansour, “A Space Exodus” (2009): [image]

REFERENCE PHOTOGRAPHS:

- Israeli settlement of Kochav Ya’akov near Qalandiya checkpoint (West Bank) /// Photograph by Léopold Lambert (2010): [image]

- Palestinian settlement in the North of Ramallah on the road to Birzeit University /// Photograph by Léopold Lambert (2010): [image]"
sophiaazeb  via:javierarbona  2014  palestine  israel  colonialism  decolonization  collectivism  property  indigeneity  history  sciencefiction  scifi  sovereignty  land  borders  border  settlements  culture  postcolonialism  maps  mapping  ownership  mobility  speculativefiction  poetry 
april 2014 by robertogreco
Rebecca Solnit on Hope on Vimeo
"Despair is a black leather jacket in which everyone looks good, while hope is a frilly pink dress few dare to wear. Rebecca Solnit thinks this virtue needs to be redefined.

Here she takes to our pulpit to deliver a sermon that looks at the remarkable social changes of the past half century, the stories the mainstream media neglects and the big surprises that keep on landing.

She explores why disaster makes us behave better and why it's braver to hope than to hide behind despair's confidence and cynicism's safety.

History is not an army. It's more like a crab scuttling sideways. And we need to be brave enough to hope change is possible in order to have a chance of making it happen."
mainstreammedia  davidgraeber  venezuela  indigeneity  indigenousrights  indigenous  us  mexico  ecuador  anti-globalization  latinamerica  bolivia  evamorales  lula  cynicism  uncertainty  struggle  paulofreire  barackobama  georgewbush  humanrights  insurgency  hosnimubarak  egypt  yemen  china  saudiarabia  bahrain  change  protest  tunisia  optimism  future  environment  contrarians  peterkro  peterkropotkin  worldbank  imf  globaljustice  history  freemarkets  freetrade  media  globalization  publicdiscourse  neoliberalism  easttimor  syria  control  power  children  brasil  argentina  postcapitalism  passion  learning  education  giftgiving  gifteconomy  gifts  politics  policy  generosity  kindness  sustainability  life  labor  work  schooloflife  social  society  capitalism  economics  hope  2011  anti-authoritarians  antiauthority  anarchy  anarchism  rebeccasolnit  brazil  shrequest1  luladasilva 
february 2012 by robertogreco
Gerald Taiaiake Alfred: Resurgence of Traditional Ways of Being on Vimeo
"The Library Channel is proud to present the third installment of the Simon Ortiz and Labriola Center Lecture on Indigenous Land, Culture, and Community, sponsored by ASU American Indian Studies Program, ASU Department of English, ASU American Indian Policy Institute, ASU Labriola Center, and the Heard Museum.

Recorded March 23, 2009 at the Heard Museum in Phoenix, University of Victoria Professor of Indigenous Governance Gerald Taiaiake Alfred talks about the “Resurgence of Traditional Ways of Being: Indigenous Paths of Action and Freedom”

Taiaiake Alfred is known for his leadership and groundbreaking research in the fields of Indigenous governance, philosophy and history, and also for his incisive social and political criticism. He has been awarded a Canada Research Chair, a National Aboriginal Achievement Award in the field of education, and the Native American Journalists Association award for best column writing."
criticaleducation  indigenous  bioregions  firstnations  taiaiakealfred  governance  politics  philosophy  history  via:steelemaley  freedom  activism  indigeneity  culturalanthropology  nativeamericans  2009  colonization  decolonization  economics  life  leisurearts  artleisure 
may 2011 by robertogreco
Amazon.com: Wasáse: Indigenous Pathways of Action and Freedom (9781551116372): Taiaiake Alfred: Books
"With each of his books, Taiaiake Alfred challenges us to confront the future with new ways of thinking about where we as indigenous communities have been, where we are now and what thinking tools and warrior tools we need to move forward as indigenous nations. This is a book that needs to be read by indigenous leaders, activists, politicians, scholars, community workers, artists, teachers?in fact anyone who sees their future as an indigenous person in an indigenous world."
books  toread  via:steelemaley  taiaiakealfred  indigenous  future  spirituality  activism  politics  thinking  philosophy  firstnations  indigeneity  culturalanthropology  nativeamericans  2005 
may 2011 by robertogreco

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