Analyze

Since 1972, Eeyou Itschee, a territory east of James Bay, has been terraformed by the largest hydro-generation system on the planet, led by HydroQuébec and the Government of Québec. A territory 2/3rds the size of France has been diked, dammed, its rivers redirected, and criss-crossed by electrical transmission lines to the South and to the US. Due to the high levels of mercury released by the forests flooded for reservoirs the size of Belgium, health authorities recommend eating no more than two fish from the rivers each month. Fluctuating spring river levels led to the drowning of tens of thousands of Caribou. Learning only from newspapers, the resident Eenouch came together and negotiated the first land claims agreement in Canada, surrendering about 99% of their territory for promises of economic development. 50 years on, a settler-colonial geography, reinforced by a complex sociolegal framework, contain and constrain spatial relations in and of Eeyou Itschee through constant processes of renegotiation and reparation for land with money. Our research focused on a survey of the ways the science literature represents the region and its features. Our research ties with this territory are strongly linked to Nemaska, an Eenouch hamlet 2 days drive north of Montreal that was expropriated but managed to relocate and rebuild their community. Today, a lithium (spodumene) mine is being developed nearby. The community fears the impacts. However, the Nemaska band council approved the project due to the economic benefits it might bring. For more information: https://www.spaceandculture.com/2023/10/31/eeyou-istchee-old-nemaska/ 

Source

Shields, Rob, Cheryl Arnston, Nicholas Hardy and Juan David Guevara-Salamanca. 2023. "Eeyou Itschee and settler colonial terraforming." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

Since 1972, Eeyou Itschee, a territory east of James Bay, has been terraformed by the largest hydro-generation system on the planet, led by HydroQuébec and the Government of Québec. A territory 2/3rds the size of France has been diked, dammed, its rivers redirected, and criss-crossed by electrical transmission lines to the South and to the US. Due to the high levels of mercury released by the forests flooded for reservoirs the size of Belgium, health authorities recommend eating no more than two fish from the rivers each month. Fluctuating spring river levels led to the drowning of tens of thousands of Caribou. Learning only from newspapers, the resident Eenouch came together and negotiated the first land claims agreement in Canada, surrendering about 99% of their territory for promises of economic development. 50 years on, a settler-colonial geography, reinforced by a complex sociolegal framework, contain and constrain spatial relations in and of Eeyou Itschee through constant processes of renegotiation and reparation for land with money. Our research focused on a survey of the ways the science literature represents the region and its features. Our research ties with this territory are strongly linked to Nemaska, an Eenouch hamlet 2 days drive north of Montreal that was expropriated but managed to relocate and rebuild their community. Today, a lithium (spodumene) mine is being developed nearby. The community fears the impacts. However, the Nemaska band council approved the project due to the economic benefits it might bring. For more information: https://www.spaceandculture.com/2023/10/31/eeyou-istchee-old-nemaska/ 

Shields, Rob, Cheryl Arnston, Nicholas Hardy and Juan David Guevara-Salamanca. 2023. "Eeyou Itschee and settler colonial terraforming." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

This news article focuses on the 140 "foreign schools" that the German state runs in different countries. However, only 30% of the schools' funding comes from the German government, while the rest is raised through fees paid by parents. The article reports that due to school closures, funding has dwindled rapidly and according to self-evaluations, 64% of schools face bankruptcy unless the German state offers emergency support. The article reports that back in November, the German government decided to foster the schools as a means of cultural and educational foreign politics.  A web conference to discuss the issue is planned for next week.

Our project could keep tabs on how foreign schools as spaces of transnationalism become reshaped during COVID-19.

I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.

What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring. 

Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.

In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what  assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.

In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.

Backchannels Addition to this question:

A SLOW CONVERSATION ON COVID-19 BY MASCHA GUGGANIG AND NINA KLIMBURG-WITJES. 

04 May, 2020

See:  https://www.4sonline.org/blog/post/a_slow_conversation_on_covid_

After reading the essays attached to this question, I was left overwhelmed. I had to walk away before finishing them as it was just way too much...  Returning to any sense of a  “normal” state of affairs is undesirable. And, to remain in the present, I would convey that there is a greater need for mentorship and encouragement of independent thinking/doing.

There are further challenges more specifically related to appropriate ways of guiding and enabling kinaesthetic learning. Those teaching practical subjects usually taught out of a studio will face tactile challenges and many more.

In relation to the online educational spaces, it's really hard to read the micro-expressions of either solidarity or dissent in online interactions. It’s more than just exploring the literacy of online asynchronous online pedagogy, it’s about understanding the limitations of the tools, be that Zoom or Skype or another tool like Slack, Micro, Trello, etc. 

this graph is a perfect representation of the affects any thing can have on communities.  this graph can be correlated with things like natural disasters and their would be an increase in numbers.

The sources of resilience come when the economy improves.  This graph shows that the poverty rate had increased from 2008-2009 because of the recession the country went through.

Food stamp (SNAP) rolls increased over the years, and the article addresses that this is a sign of poverty.  The USDA is an agency that administers food stamps.