WEBVTT Kind: captions; Language: en 1 00:00:00.190 --> 00:00:06.530 That which is hosting this lecture today, and that's the Cultivating Change Through 2 00:00:06.530 --> 00:00:10.370 Global and Sustainable Education network that we've set up. 3 00:00:10.370 --> 00:00:14.250 It's located in the Faculty of Education and Psychology, but absolutely 4 00:00:14.250 --> 00:00:19.170 everybody is welcome to participate in all the themes that we have 5 00:00:19.170 --> 00:00:23.750 surrounding global and sustainable education. 6 00:00:23.750 --> 00:00:28.510 We've mentioned it many times before, but you can find our website linked also to the 7 00:00:28.510 --> 00:00:35.890 universities main web pages and you can see that what we're focusing on lot is the development 8 00:00:35.890 --> 00:00:41.210 of different teaching and learning materials under different themes and with different 9 00:00:41.210 --> 00:00:44.400 guest lectures and recordings like we have today. 10 00:00:44.400 --> 00:00:50.450 So for example, if you look under eco pedagogy, you can see that we have lecture 11 00:00:50.450 --> 00:00:55.230 that was held as part of the SDG4 seminar in our faculty last year, yearly seminar 12 00:00:55.230 --> 00:01:00.950 that we have looking at Sustainable Development Goal #4. 13 00:01:00.950 --> 00:01:05.970 And you can also see that we provide different readings and teaching 14 00:01:05.970 --> 00:01:08.590 and learning materials with these as well. 15 00:01:08.590 --> 00:01:12.670 So we warmly welcome you to try them out, to explore them, and 16 00:01:12.670 --> 00:01:18.430 to join us for further events in this network. 17 00:01:18.430 --> 00:01:27.260 I'll now stop sharing and open up our PowerPoint to share 18 00:01:27.260 --> 00:01:35.360 and then we will hear from our speaker. 19 00:01:35.360 --> 00:01:44.960 So Paivi, would you like to introduce our speaker for today please? 20 00:01:44.960 --> 00:01:49.600 Hello everyone and welcome to Doctor Yecid Ortega's talk today. 21 00:01:49.600 --> 00:01:55.300 My name is Päivi Iikanen and I work as postdoctoral researcher at the Department of Language 22 00:01:55.300 --> 00:02:00.700 and Communication Studies at the University of Jyväskylä and it's my pleasure now to introduce 23 00:02:00.700 --> 00:02:06.360 Doctor Ortega to all of you both here in Ruusupuisto and online. 24 00:02:06.360 --> 00:02:11.120 Doctor Ortega completed his doctoral programme in Language and Literacy Education 25 00:02:11.120 --> 00:02:14.220 with collaborative specialisation in Comparative 26 00:02:14.220 --> 00:02:18.010 International and Development Education and the Ontario Institute 27 00:02:18.010 --> 00:02:22.030 for Studies in Education at the University of Toronto. 28 00:02:22.030 --> 00:02:27.310 His general research interests are within decolonial critical ethnographic approaches 29 00:02:27.310 --> 00:02:34.980 to research is it explores how globalisation, capitalism and neoliberalism influence 30 00:02:34.980 --> 00:02:40.380 educational policy, decision making processes and their effects on classroom practises 31 00:02:40.380 --> 00:02:43.460 and students lived experiences. 32 00:02:43.460 --> 00:02:48.440 He advocates for other forms of knowledge creation and knowledge mobilisation as way to reach 33 00:02:48.440 --> 00:02:53.560 out to marginalised communities who cannot have easy access to information. 34 00:02:53.560 --> 00:02:58.100 So we welcome you Yecid Ortega. The floor is yours. 35 00:02:58.100 --> 00:03:01.870 Yeah. OK. 36 00:03:01.870 --> 00:03:05.490 Well, thank you so much for that wonderful introduction. 37 00:03:05.340 --> 00:03:08.960 I want to thank everybody for the invitation today. 38 00:03:08.960 --> 00:03:18.660 And also I am fascinated by the space today provided for these high representation. 39 00:03:18.660 --> 00:03:22.770 Just minute. I just make sure it's shared on the. 40 00:03:22.770 --> 00:03:30.930 Yeah, as you you're sharing 41 00:03:30.930 --> 00:03:36.330 those. Hold on, hold on. 42 00:03:36.330 --> 00:03:44.620 Gonna have to do this first and then hold on, hold on, hold on, hold on, 43 00:03:44.620 --> 00:03:50.260 hold on. Yes. 44 00:03:50.260 --> 00:04:00.330 And then just minimise this so that the other one. Thanks. 45 00:04:00.330 --> 00:04:02.830 Alright, Again little bit of the technicalities. 46 00:04:02.830 --> 00:04:06.250 As you know, doing hybrid work requires all of this work. 47 00:04:06.250 --> 00:04:11.140 So as I was saying, I would like to thank everybody for coming today both on online 48 00:04:11.140 --> 00:04:17.200 here on this little 360 camera, but also all of you who are here today and sharing 49 00:04:17.200 --> 00:04:20.390 the space they open space for the public lecture. 50 00:04:20.390 --> 00:04:23.260 I'm really fascinated by these things happening over here. 51 00:04:23.260 --> 00:04:29.800 So what I will share for today with you is some of the work that I've been doing in the past 52 00:04:29.800 --> 00:04:34.880 few years and our research level, but also sharing sort of my knowledges and the knowledge that 53 00:04:34.880 --> 00:04:40.810 I have gained for the past 30 plus years of my life in different spaces. 54 00:04:40.810 --> 00:04:44.580 And, and I hope it resonates with some of you or not. 55 00:04:44.580 --> 00:04:49.140 And I also hope that the folks up there or anywhere here, can we at the 56 00:04:49.140 --> 00:04:53.590 end exchange some knowledges or or questions or comments that you may want 57 00:04:53.590 --> 00:04:58.190 to have on the world that I will be sharing today. 58 00:04:58.190 --> 00:05:05.390 So little bit about myself, just so everybody knows. 59 00:05:05.390 --> 00:05:08.030 And again, I said my name is Justin Ortega. 60 00:05:08.030 --> 00:05:14.730 And then I was born and raised in Bogota, Colombia, in South America. 61 00:05:14.730 --> 00:05:20.210 And I have to say this in many spaces, not necessarily here, but other spaces, 62 00:05:20.210 --> 00:05:23.150 because lot of people don't know where Colombia is. 63 00:05:23.150 --> 00:05:27.700 And when I say South America, they may think it's in South America, the United States. 64 00:05:27.700 --> 00:05:31.690 So it's important for me to mention these things out there in the public 65 00:05:31.690 --> 00:05:34.820 so people know where Colombia is and that's what I was born. 66 00:05:34.820 --> 00:05:37.630 Then I also part of my trajectory through life. 67 00:05:37.630 --> 00:05:42.760 I live in the United States in Chicago for 10 years or so, being an educator 68 00:05:42.760 --> 00:05:47.740 in dual language programmes, teaching Spanish as well and teaching educators 69 00:05:47.740 --> 00:05:53.040 how to teach bilingual programmes over there, curriculum design and some other 70 00:05:53.040 --> 00:05:55.640 different things that I did in Chicago as well. 71 00:05:55.640 --> 00:05:59.980 And life brought me to go to Canada as well in Toronto. 72 00:05:59.980 --> 00:06:03.760 That's where I've been living for the past 15 years of my life as well. 73 00:06:03.760 --> 00:06:07.610 I became Canadian citizen over there and I pursue my masters degree and 74 00:06:07.610 --> 00:06:12.550 my PhD in both as fabulous saying in language and literacy education, 75 00:06:12.550 --> 00:06:15.590 but also in comparative international education. 76 00:06:15.590 --> 00:06:20.150 And that's what most of the work that I have done is, is, is with that lens is 77 00:06:20.150 --> 00:06:26.290 the, the international lens, the, the global lens, so to speak. 78 00:06:26.290 --> 00:06:31.220 So on the agenda, we have roughly 2 hours, but I don't think I'm going to spend all 79 00:06:31.220 --> 00:06:34.970 the two hours doing this because I don't want to get you tired of this. 80 00:06:34.970 --> 00:06:38.130 But I might want to exchange, engage you with some of 81 00:06:38.130 --> 00:06:40.890 the ideas that I have to present today. 82 00:06:40.890 --> 00:06:44.650 And my presentation today is we're in different parts. 83 00:06:44.650 --> 00:06:48.930 So the first part is about the problem that I, that I see 84 00:06:48.930 --> 00:06:51.390 and that I have seen throughout my work. 85 00:06:51.390 --> 00:06:57.050 But I'm also going to offer possible solution, and I'm going to share with you just 86 00:06:57.050 --> 00:07:01.410 few examples of the work that I have done as an educator and researcher. 87 00:07:01.410 --> 00:07:12.720 And we're gonna finish with what's what's beyond of the work that is being done so far. 88 00:07:12.720 --> 00:07:14.810 So we're going to start with the problem. 89 00:07:14.810 --> 00:07:18.740 Throughout the years that I have lived in different parts of the world, I have seen many things 90 00:07:18.740 --> 00:07:24.040 happening around the world in terms of what's going on, why the inequalities, why the difficulties, 91 00:07:24.040 --> 00:07:29.160 why the worldwide, so many things happening around the world. 92 00:07:29.160 --> 00:07:32.980 So I realised there is problem and you may feel identified or not 93 00:07:32.980 --> 00:07:36.460 with the problem or you may have seen the problem or you may be part 94 00:07:36.460 --> 00:07:44.760 of the problem as well as I I'm presenting. 95 00:07:44.760 --> 00:07:53.140 And some of the problem is the idea of that we are living 96 00:07:53.140 --> 00:07:55.500 in world right now. 97 00:07:55.500 --> 00:07:58.460 And some of the things that I've been present is about how 98 00:07:58.460 --> 00:08:01.140 we live, how we teach and how we do research. 99 00:08:01.140 --> 00:08:05.700 So for many folks out there in the imaginary, there is this dichotomic 100 00:08:05.700 --> 00:08:09.110 or binary idea of those who are at the top and those who are at the 101 00:08:09.110 --> 00:08:11.440 bottom and fucosylated long time ago. 102 00:08:11.440 --> 00:08:16.830 And Oviedo Freddy from Ecuador and Bolivia has talked about this idea of 103 00:08:16.830 --> 00:08:21.170 those who are at the top will see here lost the river or the top dogs or 104 00:08:21.170 --> 00:08:24.210 so for some others have talked about the oppressors. 105 00:08:24.210 --> 00:08:28.930 And then there is the other ones who are at the bottom who are lost or some other people 106 00:08:28.930 --> 00:08:35.030 calling Los Nadies or the underdogs or some other called them the oppressed. 107 00:08:35.030 --> 00:08:38.950 And then we also see some of the other folks who are in the middle, 108 00:08:38.950 --> 00:08:41.770 those del Medio or the middle grounders as well. 109 00:08:41.770 --> 00:08:45.250 So as I'm going through this presentation and this triangle as well, 110 00:08:45.250 --> 00:08:48.890 you may want to start thinking about yourself and, or your family 111 00:08:48.890 --> 00:08:51.010 relatives, the people that you work with. 112 00:08:51.010 --> 00:08:57.610 Where are you located in this triangle, so to speak, or in this binary mindset 113 00:08:57.610 --> 00:09:02.970 and, and, and what has happened to you in terms of relationships, in terms 114 00:09:02.970 --> 00:09:09.240 of work and relational relations and research as well. 115 00:09:09.240 --> 00:09:13.460 That's what I wanted to say, but then it got me thinking, why is this 116 00:09:13.460 --> 00:09:19.630 that we and people out there in the planet see these triangles, see these 117 00:09:19.630 --> 00:09:23.570 type of dichotomic binaries out there in society? 118 00:09:23.570 --> 00:09:25.530 Where, where is this coming from? 119 00:09:25.530 --> 00:09:29.320 And there are many answers to this, but one of the many answers that 120 00:09:29.320 --> 00:09:32.850 I want to provide to you today, or the reasons why this dichotomic 121 00:09:32.850 --> 00:09:37.250 thinking is out there is because of power. 122 00:09:37.250 --> 00:09:39.950 Then you may want to think, what do, what do you mean by power? 123 00:09:39.950 --> 00:09:46.820 And then for Falco, long time ago, power is not just about domination or control, but it 124 00:09:46.820 --> 00:09:53.200 is productive force that creates and shapes our social realities, right? 125 00:09:53.200 --> 00:09:58.950 So power operates through different types of networks of institutional practises and 126 00:09:58.950 --> 00:10:05.180 discourses that shape the ways we think and the ways we behave and the ways how we 127 00:10:05.180 --> 00:10:08.420 relate to each other, etcetera, etcetera, right And football. 128 00:10:08.420 --> 00:10:15.040 So emphasise that powers is not necessarily one static thing or fixed, but is 129 00:10:15.040 --> 00:10:19.430 constantly shifting and negotiating through social interactions. 130 00:10:19.430 --> 00:10:25.450 So in this sense, power is not just something that some people have and some people do and 131 00:10:25.450 --> 00:10:30.970 others don't, but is distributed through society in complex and fluid ways. 132 00:10:30.970 --> 00:10:37.350 So what I'm going to be presenting in this first part of the talk is how 133 00:10:37.350 --> 00:10:42.010 power is sitting out there in the planet in in in the minds of people 134 00:10:42.010 --> 00:10:46.350 in dichotomic way, unlike what Fulco was saying. 135 00:10:46.350 --> 00:10:50.410 So first of all, that our society level, you may want to think, 136 00:10:50.410 --> 00:10:53.600 OK, so this is how power is and people are talking. 137 00:10:53.600 --> 00:10:56.200 Some people at the bottom, we see the upper class, they 138 00:10:56.200 --> 00:10:58.060 reach those who has lot of money. 139 00:10:58.060 --> 00:11:00.720 Then we had at the top, at the bottom of that we have those who 140 00:11:00.720 --> 00:11:03.360 have less money or the poor or the lower class. 141 00:11:03.360 --> 00:11:07.240 And you might want to think some other people who are in between all of that, 142 00:11:07.240 --> 00:11:12.160 like some high money or some, some people are sort of emerging in terms of 143 00:11:12.160 --> 00:11:16.330 society or climbing up the ladder, so to speak. 144 00:11:16.330 --> 00:11:21.780 So similarly, when it comes to race, we might want to perceive that wide bodies, white 145 00:11:21.780 --> 00:11:25.880 people are always at the top of the hierarchy and the rest are the bottom. 146 00:11:25.880 --> 00:11:28.580 So we see why people, other people calling Caucasian, 147 00:11:28.580 --> 00:11:31.260 other people Anglo-Saxon, the top. 148 00:11:31.260 --> 00:11:35.140 And at the bottom we have the indigenous black and people of colour. 149 00:11:35.140 --> 00:11:38.600 That's how it is being called in the United States and Canada or North 150 00:11:38.600 --> 00:11:43.700 America to refer to this this type of people in general. 151 00:11:43.700 --> 00:11:49.100 But we also want to make think like in this pyramid, where are we located 152 00:11:49.100 --> 00:11:54.330 and where and how are we holding that power in this pyramid? 153 00:11:54.330 --> 00:11:59.390 Similarly, in terms of gender or sex or sex identities or gender identities 154 00:11:59.390 --> 00:12:03.550 as well, we also have this power also out there in the planet. 155 00:12:03.550 --> 00:12:08.030 And we also see the cisgender, the heteronormativity out there 156 00:12:08.030 --> 00:12:10.950 having the most power over the other one. 157 00:12:10.950 --> 00:12:17.510 And the other one at the bottom is typically usually the female body or those who identify 158 00:12:17.510 --> 00:12:25.610 within the community of the two spirits, the LGBTQ AI community as well on those from folks 159 00:12:25.610 --> 00:12:29.170 who will feel identified that are non binary or sexual, etcetera. 160 00:12:29.170 --> 00:12:33.390 And always we can see the male or the male perceiving person at the top. 161 00:12:33.390 --> 00:12:37.650 So you can imagine in in terms of sex and gender and identities, what are the 162 00:12:37.650 --> 00:12:43.490 bodies that are representing power in in life and in society. 163 00:12:43.490 --> 00:12:48.160 Additionally, we have also in education and research and I believe we are in the 164 00:12:48.160 --> 00:12:51.390 building of education and we are in the in the field of education. 165 00:12:51.390 --> 00:12:54.230 Most of my colleagues and the people I have lived with. 166 00:12:54.230 --> 00:12:56.890 So we have this dichotomy part as well. 167 00:12:56.890 --> 00:13:00.710 So on one hand, we have those at the top, the teachers 168 00:13:00.710 --> 00:13:02.770 and those at the bottom are these students. 169 00:13:02.770 --> 00:13:07.410 So long time ago Paulo Freire talk about the banking of education, meaning they 170 00:13:07.410 --> 00:13:12.710 are the teachers who are the ones who suppose have the power or the knowledge and 171 00:13:12.710 --> 00:13:15.120 the students don't have knowledge or don't have power. 172 00:13:15.120 --> 00:13:19.180 And then I am just giving you and providing you this knowledge. 173 00:13:19.180 --> 00:13:24.170 By the same token, I am here standing here as if I were the person who has all the knowledge 174 00:13:24.170 --> 00:13:29.040 and all of you who are sitting there or on the screen and don't have power. 175 00:13:29.040 --> 00:13:34.400 But the way I see obviously is in different way, in more dynamic non fixed way. 176 00:13:34.400 --> 00:13:36.880 But this is in the pyramid that I'm showing you today. 177 00:13:36.880 --> 00:13:41.780 Is that how it is perceived for long time and still people is still perceived that 178 00:13:41.780 --> 00:13:44.860 the teachers are the ones who have the knowledge, the students don't have the knowledge, 179 00:13:44.860 --> 00:13:47.690 therefore easier to provide you what you don't have. 180 00:13:47.690 --> 00:13:51.410 And in research the same thing is happening as well. 181 00:13:51.410 --> 00:13:53.550 We are the researchers, those who have power. 182 00:13:53.550 --> 00:13:56.370 We study PHD's, we have projects out there founded 183 00:13:56.370 --> 00:13:58.180 by millions of dollars by institutions. 184 00:13:58.180 --> 00:14:02.490 And then on the other end and we have the research participants, the ones that we go there 185 00:14:02.490 --> 00:14:07.150 interviewing, we observe in their classroom, we observed in the field and then we pull out 186 00:14:07.150 --> 00:14:12.950 extractor knowledge and we go back to our institutions and and then enjoy the privilege 187 00:14:12.950 --> 00:14:15.880 of being researcher by publishing in top tier journals. 188 00:14:15.880 --> 00:14:21.370 So imagine all of these things are happening at an educational research level as well. 189 00:14:21.370 --> 00:14:26.870 And when it comes to religion and faith, then we also have these dichotomic 190 00:14:26.870 --> 00:14:31.820 mindset, so to speak, in which we have seen some Christians, conservatives, 191 00:14:31.820 --> 00:14:35.270 fundamentalist believers at the top exercising power. 192 00:14:35.270 --> 00:14:41.670 And also this refers to the spaces or the context where you are anywhere in the planet, 193 00:14:41.670 --> 00:14:45.990 you will experience that power or the non power at the bottom. 194 00:14:45.990 --> 00:14:51.090 Judaism, Islam, other types of religions and liberal ideas or liberal faith, 195 00:14:51.090 --> 00:14:54.090 atheism, playing on spiritualities, etcetera, etcetera. 196 00:14:54.090 --> 00:15:00.440 I always relegated at the bottom of this power dynamics. 197 00:15:00.440 --> 00:15:02.630 One more, couple more. 198 00:15:02.630 --> 00:15:06.610 In this mindset, we have this idea that The Who has power here in this pyramid 199 00:15:06.610 --> 00:15:11.050 is the human with an anthropocentric mindset in which we, the humans, have the 200 00:15:11.050 --> 00:15:15.090 power over nature and the power over animals as well. 201 00:15:15.090 --> 00:15:22.390 Meaning that we go around, you know, not treating animals or nature with respect 202 00:15:22.390 --> 00:15:25.690 or not understanding what animals and nature means to us. 203 00:15:25.690 --> 00:15:29.710 You know, disrespecting the water dispenser, disrespecting the plants, disrespecting 204 00:15:29.710 --> 00:15:34.490 the environment, throwing things in when we take walks, etcetera, throwing 205 00:15:34.490 --> 00:15:37.910 the garbage in the nature because we believe that we are humans 206 00:15:37.910 --> 00:15:42.110 and we are we have more power over nature. 207 00:15:42.110 --> 00:15:47.710 And the last, but not necessarily the list which is going to lead us to their talk today 208 00:15:47.710 --> 00:15:53.650 is there is also this unto epistemological and Geo or social political power as well that 209 00:15:53.650 --> 00:15:58.690 many of us are aware and it is about the global North and the global South. 210 00:15:58.690 --> 00:16:03.830 So as you can see for long time, the global North is referred to those who 211 00:16:03.830 --> 00:16:09.640 have power and the global South are those who have less power. 212 00:16:09.640 --> 00:16:17.470 However, for some this specifically the global North are those nations of the 213 00:16:17.470 --> 00:16:24.980 world that have typically been characterised as with high level of economic 214 00:16:24.980 --> 00:16:32.420 and industrial power or development and typically normally located at the 215 00:16:32.420 --> 00:16:35.520 north of the less industrialised nations. 216 00:16:35.520 --> 00:16:38.240 And I will be detailed this in moment. 217 00:16:38.240 --> 00:16:43.920 And on the other hand, we have the other one at the bottom, the global South, which 218 00:16:43.920 --> 00:16:51.940 for some have used this term, the global S to avoid the problematic 219 00:16:51.940 --> 00:16:57.280 term of the the third world that back in the day you people used to call the third 220 00:16:57.280 --> 00:17:00.780 world that, you know, Finland, it's first world country. 221 00:17:00.780 --> 00:17:05.440 And then Indonesia or Philippines is third world country. 222 00:17:05.440 --> 00:17:09.200 So to avoid that problematic then somebody had been talking about, let's 223 00:17:09.200 --> 00:17:14.660 talk about the global as an alternative way of of talking about the 224 00:17:14.660 --> 00:17:20.510 third world or the developing world as well. 225 00:17:20.510 --> 00:17:25.050 Others have talked about the Global South is not necessarily 226 00:17:25.050 --> 00:17:27.150 that, but it's beyond that, is it? 227 00:17:27.150 --> 00:17:31.690 Is it about the geographical aspects of where people are located? 228 00:17:31.690 --> 00:17:34.030 It is also about the economy. 229 00:17:34.030 --> 00:17:38.610 It is also about the racial or ethnic aspects of people. 230 00:17:38.610 --> 00:17:42.990 It is about the gender, as I said earlier, but it's also about the social. 231 00:17:42.990 --> 00:17:46.370 And how does this look in real life? 232 00:17:46.370 --> 00:17:52.160 Well, few people, as you can see here in the photograph or in the figure there, we 233 00:17:52.160 --> 00:17:59.980 can see distinct line in between the Global North and the Global South. 234 00:17:59.980 --> 00:18:06.420 And we see those in red are typically connected with the Global North. 235 00:18:06.420 --> 00:18:10.240 Although you can see Australia, it is in the South of the hemisphere, 236 00:18:10.240 --> 00:18:13.200 but it is also part of the Global North. 237 00:18:13.200 --> 00:18:20.910 And then those in green are what typically we call them the Global South. 238 00:18:20.910 --> 00:18:28.420 Other scholars have also discussed similar issues and comparing these ideas in the in 239 00:18:28.420 --> 00:18:33.020 in another binary thing which is called the centre or the core versus the periphery, 240 00:18:33.020 --> 00:18:37.510 meaning that there are some countries that belong to the economic core or the social 241 00:18:37.510 --> 00:18:40.550 political core and the other ones belong to the periphery. 242 00:18:40.550 --> 00:18:44.670 So imagine the United States, Canada, Australia, etcetera belong to the 243 00:18:44.670 --> 00:18:48.270 core and the rest of the world belong to the periphery. 244 00:18:48.270 --> 00:18:53.460 And then we see another figure that represents this mindsets. 245 00:18:53.460 --> 00:18:57.050 And those that are in blue are those countries that are in 246 00:18:57.050 --> 00:19:00.810 the core of the social political spectrum. 247 00:19:00.810 --> 00:19:03.970 Those that are in like what is it like purple? 248 00:19:03.970 --> 00:19:05.890 Maybe I think it's purple. 249 00:19:05.890 --> 00:19:08.860 Those that are in purple in they are in the semi periphery. 250 00:19:08.860 --> 00:19:11.370 Those that are in red and in the periphery. 251 00:19:11.370 --> 00:19:14.570 And then we have the others that we don't know what that is. 252 00:19:14.570 --> 00:19:17.290 That made me developing country maybe just struggling. 253 00:19:17.290 --> 00:19:21.580 Maybe it's trying to figure things out and, and we don't know. 254 00:19:21.580 --> 00:19:26.320 But what it's clear here is how always when we talk about these issues is about 255 00:19:26.320 --> 00:19:29.480 those who are at the core and those who are the periphery, meaning those who 256 00:19:29.480 --> 00:19:33.710 are at the top and those who are at the bottom as well. 257 00:19:33.710 --> 00:19:37.580 That's true. 40 years ago, I guess. 258 00:19:37.580 --> 00:19:39.380 So some years ago. 259 00:19:39.380 --> 00:19:43.100 I, I'm no good at mathematics, but already talk about in the world 260 00:19:43.100 --> 00:19:48.240 of languages and in the world of English language specifically talks 261 00:19:48.240 --> 00:19:51.480 about the expanding circles of the language. 262 00:19:51.480 --> 00:19:57.000 And then they talk about the inner circle, the outer circle and the expanding circle. 263 00:19:57.000 --> 00:20:01.040 So the inner circle refers to those countries that use English 264 00:20:01.040 --> 00:20:05.370 natively, quote unquote that they use English. 265 00:20:05.370 --> 00:20:07.560 That's their home language. 266 00:20:07.560 --> 00:20:11.640 And then we have the outer circular, those who use English 267 00:20:11.640 --> 00:20:13.860 because their countries were colonised. 268 00:20:13.860 --> 00:20:19.420 And the expanding circle refers to those countries that are, that are not using 269 00:20:19.420 --> 00:20:23.940 English, but they're using English as a second language or foreign language 270 00:20:23.940 --> 00:20:27.060 or other type of international language as well. 271 00:20:27.060 --> 00:20:31.340 And here we see the actual map that represents the other. 272 00:20:31.340 --> 00:20:35.690 Dark blue represents those in the inner circle. 273 00:20:35.690 --> 00:20:42.630 The blue one represents those in the forgot spongers equal hold on second, the 274 00:20:42.630 --> 00:20:46.950 outer circle and then those ones in grey are the expanding circle, meaning those 275 00:20:46.950 --> 00:20:50.230 are English are just like a foreign language as well. 276 00:20:50.230 --> 00:20:54.590 So imagine this decade comical ways of doing things as well. 277 00:20:54.590 --> 00:20:59.710 And in terms of language, but in or in spaces, you can 278 00:20:59.710 --> 00:21:02.290 also see that this is also happening. 279 00:21:02.290 --> 00:21:07.730 And I'd like to show this type of maps because that that actually visually gets 280 00:21:07.730 --> 00:21:11.880 you an idea of that divide in between the North and the South. 281 00:21:11.880 --> 00:21:15.670 And I, I like presenting these maps of the places where I live. 282 00:21:15.670 --> 00:21:17.470 And I live in Chicago. 283 00:21:17.470 --> 00:21:20.320 You can see and if you have, and if you are from Chicago or if you have lived 284 00:21:20.320 --> 00:21:24.350 in Chicago, you have visited Chicago, you can see the difference. 285 00:21:24.350 --> 00:21:28.850 They, they, they, the actual lines of that make the divide into me once. 286 00:21:28.850 --> 00:21:34.610 And the others on the left hand, you will see the, the sort of yellowish and the green ones, which 287 00:21:34.610 --> 00:21:38.870 are the Hispanics and the African Americans and the blue are the other ones. 288 00:21:38.870 --> 00:21:40.710 You can see the divide. 289 00:21:40.710 --> 00:21:45.210 And then the right one, you see the Chicago or city in which you can 290 00:21:45.210 --> 00:21:49.430 see the, the, the, the, the African American and Hispanic sort of at 291 00:21:49.430 --> 00:21:52.500 the bottom and the other ones at the, at the top. 292 00:21:52.500 --> 00:21:57.500 And then I was not surprised because me being born and 293 00:21:57.500 --> 00:22:01.220 raised in Colombia in South America. 294 00:22:01.220 --> 00:22:05.080 So I felt this difference and I felt this divide and 295 00:22:05.080 --> 00:22:08.300 this dichotomy since I was born, right. 296 00:22:08.300 --> 00:22:13.360 And you can see that there are there in that in that graph and 297 00:22:13.360 --> 00:22:16.550 the clear divide in terms of social spectrum. 298 00:22:16.550 --> 00:22:22.390 So the low socioeconomic status at the bottom and the upper higher social 299 00:22:22.390 --> 00:22:26.390 economic at at the top, meaning in the north and the encircling that to 300 00:22:26.390 --> 00:22:29.570 express and and share with you that that's what I am. 301 00:22:29.570 --> 00:22:32.350 I speaking. That's my locals Annunciation. 302 00:22:32.350 --> 00:22:35.010 This is where I'm coming from my South. 303 00:22:35.010 --> 00:22:42.770 And when I speak myself, I refer where I'm coming from and my experiences in terms 304 00:22:42.770 --> 00:22:50.640 of race, in terms of language, in terms of other markers that although I work in 305 00:22:50.640 --> 00:22:54.280 the UK right now, I live in North America for long time. 306 00:22:54.280 --> 00:22:59.390 And now I'm here sharing these experiences in country of the Global North. 307 00:22:59.390 --> 00:23:05.260 Yet I am still perceived as a person from the Global South. 308 00:23:05.260 --> 00:23:11.070 No matter what I do, no matter what I say in the imaginary of the folks who are out there, 309 00:23:11.070 --> 00:23:18.240 I'm still perceived as as the other from the other side of the line. 310 00:23:18.240 --> 00:23:24.620 And that line for Bob Ventura, Sousa Santos is what he has called the abyssal line. 311 00:23:24.620 --> 00:23:29.180 Some others have called it the abysmal line because that's what perpetuates this 312 00:23:29.180 --> 00:23:33.360 amazing between ones that have and the other ones that don't have. 313 00:23:33.360 --> 00:23:38.260 And you may know that this line is an invisible, quote unquote invisible 314 00:23:38.260 --> 00:23:43.840 line that is drawn between the upper and distant realities that we live, 315 00:23:43.840 --> 00:23:47.560 but also is reflected in visual thinking. 316 00:23:47.560 --> 00:23:50.890 And this is a, this is key aspect here in my presentation because 317 00:23:50.890 --> 00:23:53.830 we don't see that line, but we know it exists. 318 00:23:53.830 --> 00:24:00.170 But it's also refers to that distinction that we create in our daily 319 00:24:00.170 --> 00:24:05.190 lives in between the visible and invisible realms because of these 320 00:24:05.190 --> 00:24:07.950 power dynamics that I show earlier today. 321 00:24:07.950 --> 00:24:14.000 And the fact that we keep thinking in this way, this visa way in, in this, there is one 322 00:24:14.000 --> 00:24:19.100 and then the other that we, if we keep thinking this way, it reproduces. 323 00:24:19.100 --> 00:24:20.900 These are misaligned. 324 00:24:20.900 --> 00:24:25.320 And you keep reproducing these dichotomies throughout life. 325 00:24:25.320 --> 00:24:33.570 And I'll show you this this photograph that I found really interesting to this 326 00:24:33.570 --> 00:24:39.340 depict that visa line in between those who have and those who don't have, right? 327 00:24:39.340 --> 00:24:42.720 So I'm going to give you few seconds to have look at that because 328 00:24:42.720 --> 00:24:50.690 that aerial view of society make casting where you are in one or the 329 00:24:50.690 --> 00:24:53.720 other side of the line or perhaps in between. 330 00:24:53.720 --> 00:24:57.050 We don't know yet. You know better. 331 00:24:57.050 --> 00:25:01.090 So that's that's sort of like my first part of the presentation. 332 00:25:01.090 --> 00:25:04.150 And before moving into the second part of the presentation, I'm going 333 00:25:04.150 --> 00:25:10.210 to take minute for those who are on the screen to think these two 334 00:25:10.210 --> 00:25:15.370 questions and for those who are here today. 335 00:25:15.370 --> 00:25:18.280 So I want you to take two minutes so I can drink some 336 00:25:18.280 --> 00:25:19.890 water. I wonder if this water is for me. 337 00:25:19.890 --> 00:25:22.190 Maybe it's not for me, but that's fine. 338 00:25:22.190 --> 00:25:25.510 And the to get some water. 339 00:25:25.510 --> 00:25:28.340 And in the meantime, I want you with your friend next 340 00:25:28.340 --> 00:25:32.290 to you and try to think of responding. 11 this question. 341 00:25:32.290 --> 00:25:34.700 Why don't choose one of these questions for moment and 342 00:25:34.700 --> 00:25:36.750 discuss it with your friend next to you. 343 00:25:36.750 --> 00:25:39.660 What can be done so those in power can really make the 344 00:25:39.660 --> 00:25:41.750 necessary change and transformation? 345 00:25:41.750 --> 00:25:46.270 Or you can think or discuss what can this, how can these abyssal 346 00:25:46.270 --> 00:25:49.950 line or this abyssal thinking be dismantled? 347 00:25:49.950 --> 00:25:52.580 So I'm going to give you two minutes, so please go ahead 348 00:25:52.580 --> 00:25:54.720 and talk to your friend next to you. 349 00:25:54.720 --> 00:25:56.820 We want this to be interactive and those online. 350 00:25:56.820 --> 00:25:59.440 I also want you to think, or maybe you want to chat with 351 00:25:59.440 --> 00:26:03.420 another person and I'll be right back. 352 00:26:03.420 --> 00:26:07.700 All right, thank you very much for those who dare to talk to your friend next to you 353 00:26:07.700 --> 00:26:11.800 and try to make sense of the of the things that we're doing today. 354 00:26:11.800 --> 00:26:15.340 Because I'm fearful that by the end, when I finish this, everybody's going to be gone. 355 00:26:15.340 --> 00:26:18.280 And then you will have the chance to actually exchange some 356 00:26:18.280 --> 00:26:21.960 of these ideas with your friends next to you. 357 00:26:21.960 --> 00:26:27.190 So the part number two is about the solution. 358 00:26:27.190 --> 00:26:30.530 I am one of those who think that there is a lot of talk about this is the problem, 359 00:26:30.530 --> 00:26:33.470 there is problem, there's problem, we do research, there's problem, but we 360 00:26:33.470 --> 00:26:37.010 never show an actual solution of what things can be done. 361 00:26:37.010 --> 00:26:43.880 So I will share with you what I think could be one of the many possible solutions. 362 00:26:43.880 --> 00:26:49.190 And similar to the exercise that we just did, it's about thinking 363 00:26:49.190 --> 00:26:53.810 and asking questions and discussing questions with, with, with friends 364 00:26:53.810 --> 00:26:57.310 and people that we, we, we work with, right? 365 00:26:57.310 --> 00:27:05.660 So it's about exactly that, sitting down and think and for that it's about critical 366 00:27:05.660 --> 00:27:11.730 reflection of what we do, how we do it and question everything that we are being 367 00:27:11.730 --> 00:27:16.010 faced and we are being related on regular basis. 368 00:27:16.010 --> 00:27:23.340 So I encourage everyone who's here today and online as well, like to do this critical reflection 369 00:27:23.340 --> 00:27:30.660 or critical thinking and always asking questions and challenging the ways within the ways 370 00:27:30.660 --> 00:27:34.340 we produce things, the way we do research and teach and et cetera. 371 00:27:34.340 --> 00:27:36.340 And this is an invitation to that. 372 00:27:36.340 --> 00:27:38.460 So that's the first part of the solution. 373 00:27:38.460 --> 00:27:41.980 And moving into that part of the solution is also about 374 00:27:41.980 --> 00:27:46.560 shifting the ways in which we see things. 375 00:27:46.560 --> 00:27:50.280 So imagine that we don't necessarily want to change the world because the 376 00:27:50.280 --> 00:27:53.800 world is what it is, but we can shift the way we see things. 377 00:27:53.800 --> 00:27:57.200 So imagine this is how you're seeing things right now, but it's 378 00:27:57.200 --> 00:28:00.250 just shifting the gaze to other things, right? 379 00:28:00.250 --> 00:28:03.520 The pain attention to what we have never paid attention, right? 380 00:28:03.520 --> 00:28:07.980 Like I like this space today here because we can have look at the different spaces, 381 00:28:07.980 --> 00:28:11.220 the different things that are here that we never pay attention. 382 00:28:11.220 --> 00:28:18.550 But this is an invitation that the NASA people, indigenous people of Colombia, who. 383 00:28:18.550 --> 00:28:22.050 I learned from them when I went to Colombia, you know, I'm Colombian and 384 00:28:22.050 --> 00:28:25.900 I'm trying to reclaim my indigent, not my indigeneity, but my roots and 385 00:28:25.900 --> 00:28:29.230 was taken away from colonisation from the Spaniards. 386 00:28:29.230 --> 00:28:33.770 So in sense, when I went there, the, the NASA people, the indigenous people, sort of this 387 00:28:33.770 --> 00:28:40.490 is their way of thinking, saying we shouldn't be thinking the way we think before today's presentation, 388 00:28:40.490 --> 00:28:44.380 but more about how we can change or shift that cosmovision. 389 00:28:44.380 --> 00:28:50.600 And Cosmovision refers to our world view, our philosophical stands for speak. 390 00:28:50.600 --> 00:28:56.090 So our epistemology and ontology, the way, how we do things, things, things, 391 00:28:56.090 --> 00:29:03.590 etcetera, in ways that makes us think of seeing, feeling, listening and interpreting 392 00:29:03.590 --> 00:29:09.390 how we perceive the land and the spaces and the context that we are today 393 00:29:09.390 --> 00:29:11.410 and tomorrow and moving forward. 394 00:29:11.410 --> 00:29:17.470 And including those perceptions of risks and challenges and difficulties as well. 395 00:29:17.470 --> 00:29:21.690 So this is again the solution, because this is the second part about the solution, 396 00:29:21.690 --> 00:29:26.350 is how can we do things in different ways that makes more sense and inviting all 397 00:29:26.350 --> 00:29:31.290 those feelings, those emotions that we never included before. 398 00:29:31.290 --> 00:29:35.710 And in order to do that, the work of Ventura is also 399 00:29:35.710 --> 00:29:37.930 assigned to the Portuguese scholar. 400 00:29:37.930 --> 00:29:45.710 Sort of has developed sort of theory I guess around it based on the struggles of the 401 00:29:45.710 --> 00:29:51.900 peoples from the global S, the communities, women, the LGBTQ community, the campesinos, 402 00:29:51.900 --> 00:29:56.860 which is the labours of the lands, the Afro, this sentence as well. 403 00:29:56.860 --> 00:30:01.670 So all of the things that have been done there,. 404 00:30:01.670 --> 00:30:06.250 Santos, we have to shift the gaze towards what is happening there 405 00:30:06.250 --> 00:30:09.610 and what we can learn from that experience. 406 00:30:09.610 --> 00:30:15.650 So he thinks about developing worldview that is in line with that world view of 407 00:30:15.650 --> 00:30:21.970 the global S because typically those world views challenge those dominant and hegemony 408 00:30:21.970 --> 00:30:27.210 Western Eurocentric epistemologies that I explained earlier. 409 00:30:27.210 --> 00:30:33.670 And then he calls these epistemic aside, meaning that when the Western world 410 00:30:33.670 --> 00:30:41.420 came to the American continent to extract knowledge and to extract resources, 411 00:30:41.420 --> 00:30:44.080 killed all of those knowledges from indigenous people. 412 00:30:44.080 --> 00:30:46.660 And he talks about this as epistemic side. 413 00:30:46.660 --> 00:30:51.340 So in other words, killing the knowledges of the ancestors. 414 00:30:51.340 --> 00:30:57.010 And then the second thing, looking through the lenses of epistemologies of the facile is about 415 00:30:57.010 --> 00:31:03.680 demanding profound change in the ways knowledge is produced and validated. 416 00:31:03.680 --> 00:31:07.530 Some other folks that I have learned and talked to in in 417 00:31:07.530 --> 00:31:11.520 this university talk about legitimization. 418 00:31:11.520 --> 00:31:17.510 How can we demand that change and profound change in the way we see 419 00:31:17.510 --> 00:31:20.940 knowledge is produced and legitimise it as valid? 420 00:31:20.940 --> 00:31:27.450 Because in the pyramid, please show you earlier and we always see that the knowledge of the North 421 00:31:27.450 --> 00:31:31.570 is the most valid and the ones the knowledge in the South is the less valid. 422 00:31:31.570 --> 00:31:35.740 Therefore, as researchers and we were talking about yesterday that we need to publish 423 00:31:35.740 --> 00:31:40.130 in top tier journals because that's the most valuable knowledge. 424 00:31:40.130 --> 00:31:47.110 And then if you produce pamphlet or a fanzine, that's that's not knowledge. 425 00:31:47.110 --> 00:31:53.140 But woman today is also Santos invite us to say everything is not natural, everything is valid 426 00:31:53.140 --> 00:31:58.660 and everything should be validated in terms of knowledge production, right? 427 00:31:58.660 --> 00:32:03.700 And he also talks about with that mindset, we should start thinking about creating 428 00:32:03.700 --> 00:32:08.670 other alternatives way of seeing these knowledge production because he believes in 429 00:32:08.670 --> 00:32:12.160 the plurality of knowledges and the plurality of cultures. 430 00:32:12.160 --> 00:32:18.080 And as result, there has to be some kind of resistance against those 431 00:32:18.080 --> 00:32:23.240 status quo within alternative politics of the Global South. 432 00:32:23.240 --> 00:32:30.880 And with that in mind, he also talks about how can we, by shifting this gaze, of shifting these 433 00:32:30.880 --> 00:32:39.560 ideas, we promote more sustainable world that acknowledges the diverse knowledges 434 00:32:39.560 --> 00:32:44.040 of everybody's from the north, from the South, from everywhere as equally. 435 00:32:44.040 --> 00:32:47.720 We have what he calls the ecology of knowledge. 436 00:32:47.720 --> 00:32:50.380 So instead of seeing one at the top and one at the bottom, 437 00:32:50.380 --> 00:32:53.280 we should see all knowledges as valid. 438 00:32:53.280 --> 00:33:01.350 In other words, your grandmothers idea about cooking he should be 439 00:33:01.350 --> 00:33:05.260 equally valid and legitimate at the knowledge that some of you will 440 00:33:05.260 --> 00:33:08.700 have created by doing our research. No different. 441 00:33:08.700 --> 00:33:11.270 I'm sorry, not one more valid than the other. 442 00:33:11.270 --> 00:33:15.810 So that knowledge that we're grandmother has about these specific recipe 443 00:33:15.810 --> 00:33:22.190 of creating something that should be equally valid and should have the space 444 00:33:22.190 --> 00:33:28.420 and should have the the window to be showcased here. 445 00:33:28.420 --> 00:33:34.330 So in other words, somebody like me being here today, sharing this knowledge 446 00:33:34.330 --> 00:33:38.370 to have your grandmother should have the space here also to share with you 447 00:33:38.370 --> 00:33:46.300 that ancient recipe with your families and relatives and under the umbrella 448 00:33:46.300 --> 00:33:50.170 term of these epistemologies of the South as well. 449 00:33:50.170 --> 00:33:54.010 And there are few concepts that I wanted to share with you that I think is important. 450 00:33:54.010 --> 00:33:59.630 And one of the main important content concepts that I that I borrow and then I'm being fascinated 451 00:33:59.630 --> 00:34:03.230 is there are two Escobar, which is in the Colombian scholar as well. 452 00:34:03.230 --> 00:34:08.640 He talks about the Pluto versal politics and and these fully versal politics are 453 00:34:08.640 --> 00:34:14.190 about understanding that the politics of the world should be about the politics of 454 00:34:14.190 --> 00:34:20.510 understanding that there is multiplicity or flu reversibility of knowledges and 455 00:34:20.510 --> 00:34:24.820 different realities that we not necessarily acknowledge. 456 00:34:24.820 --> 00:34:30.820 So in other words, absolutely bills are understanding of those systems that we never understood 457 00:34:30.820 --> 00:34:37.300 and their understanding of the interconnection in all, all in capital letters. 458 00:34:37.300 --> 00:34:44.020 I didn't put it here, but all forms of lives, human and not humans and beyond humans to avoid 459 00:34:44.020 --> 00:34:52.220 this dualistic mindset and also how we create new world in which we 460 00:34:52.220 --> 00:34:59.940 produce and reproduce knowledges that to educate ourselves towards living well with each other. 461 00:34:59.940 --> 00:35:08.120 In which in Latin America they call it El Buen Vivir and here he said when 462 00:35:08.120 --> 00:35:12.140 we meet, you may want to say indigenous communities in Colombia, Latin America, etcetera. 463 00:35:12.140 --> 00:35:18.670 They have talked about this for a while and it is succinctly how can 464 00:35:18.670 --> 00:35:22.890 we well with each other, regardless of the circumstances. 465 00:35:22.890 --> 00:35:30.010 In other words, my research, my teaching practise, how is this going to help us, all of us, not 466 00:35:30.010 --> 00:35:34.950 only portion of us, but all of us meaning the planet, the universe, etcetera. 467 00:35:34.950 --> 00:35:38.440 To live well with each other and not living well with each other 468 00:35:38.440 --> 00:35:43.810 means to be successful or to have a lot of money, but more like we 469 00:35:43.810 --> 00:35:47.830 are happy and and nurturing with our families. 470 00:35:47.830 --> 00:35:49.630 And why not? 471 00:35:49.630 --> 00:35:53.610 Then the other concept that I wanted to share with you that is also from the umbrella term 472 00:35:53.610 --> 00:35:58.210 of the epistemologies of the South is another word that is in Spanish. 473 00:35:58.210 --> 00:36:06.890 That is all centipedes are and is how we individuals, educators, researchers, etcetera, 474 00:36:06.890 --> 00:36:11.930 pride as much as possible to find a balance in between the reason and emotion. 475 00:36:11.930 --> 00:36:17.820 Right, and sentient in Spanish means to sense or to feel and pensar means to think. 476 00:36:17.820 --> 00:36:23.540 So in other words, it depends are fosters a person who combines that love that body 477 00:36:23.540 --> 00:36:28.140 so we can actually rebuild the truth from where we're coming from. 478 00:36:28.140 --> 00:36:31.910 And this is in search of constant harmony and balance among humans 479 00:36:31.910 --> 00:36:35.100 and non humans as well that we have already talked about. 480 00:36:35.100 --> 00:36:41.180 And then I have put it together in framework for language education and language teaching in 481 00:36:41.180 --> 00:36:46.160 general that I have called it through reversal language education in which you can combine these 482 00:36:46.160 --> 00:36:52.170 ideas of 1 billion, How can we live well with each other, but also how can we balance that emotional 483 00:36:52.170 --> 00:36:57.870 part and that rationality as well within a framework of universal politics, meaning that we are 484 00:36:57.870 --> 00:37:04.930 all, there are many potential opportunities and various universes or multiple worlds out there 485 00:37:04.930 --> 00:37:09.520 that we can tap into, learn from, etcetera. 486 00:37:09.520 --> 00:37:15.260 Want to take little sip of water too. 487 00:37:15.260 --> 00:37:18.540 So the part number three, it's about the examples. 488 00:37:18.540 --> 00:37:23.150 So I have shown you this point, at this point, the problem, the situation wise, 489 00:37:23.150 --> 00:37:28.620 what happening then possible solution or possible way of going about tackling 490 00:37:28.620 --> 00:37:32.650 or dismantling that problem or resisting that problem. 491 00:37:32.650 --> 00:37:37.540 So I'm going to show you three key examples from my work in the past on how 492 00:37:37.540 --> 00:37:44.560 can this be done at resource level and pedagogical level. 493 00:37:44.560 --> 00:37:48.180 So the case number one is in Colombia in South America. 494 00:37:48.180 --> 00:37:52.060 And this case is related to my doctoral dissertation that 495 00:37:52.060 --> 00:37:55.280 I finished few years ago in Colombia. 496 00:37:55.280 --> 00:37:59.720 And it looks at social justice and peace education in English 497 00:37:59.720 --> 00:38:03.280 language teaching in Colombia, right? 498 00:38:03.280 --> 00:38:08.540 And this ethnographic work happened in high school 499 00:38:08.540 --> 00:38:10.520 in marginalised community in Bogota. 500 00:38:10.520 --> 00:38:13.480 Remember, Remember the map that I showed you about Bogota in the 501 00:38:13.480 --> 00:38:16.730 South, where the most, the, the poorest people live. 502 00:38:16.730 --> 00:38:22.260 That's what I engage with these three teachers and their secondary school students. 503 00:38:22.260 --> 00:38:28.720 And then for me, from the, from the frameworks that I just showed you the, the epistemologies 504 00:38:28.720 --> 00:38:37.040 of the South and me trying to shift that cosmovision for me was important to go back home, 505 00:38:37.040 --> 00:38:43.740 go back to Colombia and work with the teachers and work with the students who face similar 506 00:38:43.740 --> 00:38:47.290 circumstances in which I have lived all my life. 507 00:38:47.290 --> 00:38:50.830 So for me, it's about understanding, but also learning from them, but also trying 508 00:38:50.830 --> 00:38:55.390 to highlight and amplify what they've been doing for while. 509 00:38:55.390 --> 00:38:59.650 So from the framework of social justice and peace building this ethnographic work. 510 00:38:59.650 --> 00:39:03.790 So I spent eight months with the teachers and the students. 511 00:39:03.790 --> 00:39:09.050 And while the teachers were trying to teach English as foreign language through different 512 00:39:09.050 --> 00:39:14.560 types of social projects to try to problematize and challenge the, the, the, the problems 513 00:39:14.560 --> 00:39:20.530 that they have been facing, such as unemployment, poverty, teenage pregnancy, drug addiction, 514 00:39:20.530 --> 00:39:22.860 violence, conflict, all of those sorts of things. 515 00:39:22.860 --> 00:39:27.780 So the teachers at the core decided we need to do something about it. 516 00:39:27.780 --> 00:39:31.380 And I need to teach English and I need to teach them the grammar, I need to teach them 517 00:39:31.380 --> 00:39:34.540 about the present and the past, the past, perfect, all of these things. 518 00:39:34.540 --> 00:39:40.160 But what better way to teach this through different types of projects that 519 00:39:40.160 --> 00:39:44.950 challenge that neoliberal capitalism and global ideologies that the government 520 00:39:44.950 --> 00:39:47.720 is trying to promote through the teaching of English. 521 00:39:47.720 --> 00:39:51.710 Meaning that the government, the Colombian government and any other governments 522 00:39:51.710 --> 00:39:54.970 for that matter, they, they, they send the message that you need to learn 523 00:39:54.970 --> 00:39:57.210 English because you want to be successful. 524 00:39:57.210 --> 00:40:01.390 I'm successful means get money, get out of the country, have car 525 00:40:01.390 --> 00:40:04.730 and house, good paying job and get lots of money. 526 00:40:04.730 --> 00:40:07.690 But for these teachers specifically is the opposite is 527 00:40:07.690 --> 00:40:10.420 about how can we live well with each other? 528 00:40:10.420 --> 00:40:12.510 How can we support each other? 529 00:40:12.510 --> 00:40:15.130 How can we solve problems in our communities? 530 00:40:15.130 --> 00:40:20.300 And I'll show you a couple of examples. A. 531 00:40:20.300 --> 00:40:25.300 How can I teach English so we can learn about our own 532 00:40:25.300 --> 00:40:27.800 country and be proud of our country? 533 00:40:27.800 --> 00:40:33.370 And some of you might know that things like coffee lot. 534 00:40:33.370 --> 00:40:36.890 So obviously Colombians, we, we created the coffee. 535 00:40:36.890 --> 00:40:40.890 Well, you created, we just, you know, we know that it's not necessarily from 536 00:40:40.890 --> 00:40:44.250 there, but with Colombia is one of the best coffees in the world. 537 00:40:44.250 --> 00:40:49.380 So the teacher says, instead of focusing on how violent we are and all 538 00:40:49.380 --> 00:40:52.590 the problems, let's focus on how weird, really good. 539 00:40:52.590 --> 00:40:56.590 And then the students prepare different types of projects about amplifying 540 00:40:56.590 --> 00:41:03.280 that and being proud of being Colombia and and and the coffee. 541 00:41:03.280 --> 00:41:09.310 The other project was about for example, there is drug addiction and 542 00:41:09.310 --> 00:41:13.430 most of the students in high school, once they finish the day, they 543 00:41:13.430 --> 00:41:15.690 go into the streets and do all sorts of things. 544 00:41:15.690 --> 00:41:19.130 And one of those is selling drugs or taking drugs or being being 545 00:41:19.130 --> 00:41:22.310 violent around gangs and drugs and generated. 546 00:41:22.310 --> 00:41:27.330 So these are specific group created a project to help and support students 547 00:41:27.330 --> 00:41:33.310 after school to engage in all sorts of sports, mainly football. 548 00:41:33.310 --> 00:41:36.690 So in between 3:00 PM and 6:00 PM, they will engage any 549 00:41:36.690 --> 00:41:39.320 type of students in football activities. 550 00:41:39.320 --> 00:41:45.280 So with the mind set of deterring the students to get into gangs 551 00:41:45.280 --> 00:41:49.060 and drug distribution and solar sort of those things. 552 00:41:49.060 --> 00:41:56.480 And another teacher decided to focus on on their future lives and say 553 00:41:56.480 --> 00:42:00.260 we're going to create projects that are going to help you be better 554 00:42:00.260 --> 00:42:02.270 person and better citizen in the future. 555 00:42:02.270 --> 00:42:07.780 So she did little project with the students and with some phrases just started this 556 00:42:07.780 --> 00:42:11.500 this present about the this project about my gifts and my strengths. 557 00:42:11.500 --> 00:42:17.400 And you are and what are you bringing to the conversation of, of helping 558 00:42:17.400 --> 00:42:19.780 and supporting your communities of creating this? 559 00:42:19.780 --> 00:42:25.200 She created this project and the project of life and the project of life was about, 560 00:42:25.200 --> 00:42:28.840 let's, let's imagine that it's a mission board, no vision board. 561 00:42:28.840 --> 00:42:31.810 Or how do you see your life after graduation? 562 00:42:31.810 --> 00:42:35.140 And how do you see your life contributing to your community? 563 00:42:35.140 --> 00:42:38.920 And then some of the students created these beautiful projects about the hopes 564 00:42:38.920 --> 00:42:44.120 and dreams projects in which they depicted they wanted to be doctors, nurses, 565 00:42:44.120 --> 00:42:47.850 community workers because they wanted to contribute to their communities and 566 00:42:47.850 --> 00:42:52.490 support the the healthcare system in Colombia. 567 00:42:52.490 --> 00:42:54.290 Well, that was the case number one. 568 00:42:54.290 --> 00:42:59.850 The case number two is in Canada in adult education, English as second language. 569 00:42:59.850 --> 00:43:08.090 I carry out do ethnography work with colleague of mine who is an 570 00:43:08.090 --> 00:43:15.710 adult ESL educator in Toronto and she teaches immigrants and refugees and adults 571 00:43:15.710 --> 00:43:20.060 to try to get their certificates so they can actually be somebody. 572 00:43:20.060 --> 00:43:22.530 And then we use the framework of anti Black racism. 573 00:43:22.530 --> 00:43:25.840 And we, we ask this question because during the pandemic, as some of 574 00:43:25.840 --> 00:43:29.610 you noticed, the marches of the, the Black Lives Matter. 575 00:43:29.610 --> 00:43:33.740 So we went to the marches in Toronto and we were thinking, how can we translate all 576 00:43:33.740 --> 00:43:40.420 of this into the classroom and start the conversation with the students to talk about 577 00:43:40.420 --> 00:43:44.540 racism in general, but more specifically about anti Black racism. 578 00:43:44.540 --> 00:43:47.720 And then we developed this dual ethnography working, which we 579 00:43:47.720 --> 00:43:50.800 were meeting online as it was during the pandemic. 580 00:43:50.800 --> 00:43:58.650 So it was we meetings online, we call it coffee chats online and we recorded videos about our 581 00:43:58.650 --> 00:44:05.370 conversations about how she would go about teaching these her her ESL class through the lenses 582 00:44:05.370 --> 00:44:09.290 of anti black racism and encourage the students to talk about this. 583 00:44:09.290 --> 00:44:15.540 And it was not easy for her because there was an emotional distress and she thought 584 00:44:15.540 --> 00:44:20.270 lot of trauma was triggered from the students, but also her own trauma. 585 00:44:20.270 --> 00:44:25.060 And obviously my own trauma of research and racism in the spaces that I have. 586 00:44:25.060 --> 00:44:26.860 Sure. 587 00:44:26.860 --> 00:44:30.380 So that's one of the drawbacks of this work is that it it creates little bit of traumatic 588 00:44:30.380 --> 00:44:34.400 experiences for both the students and the researchers as well. 589 00:44:34.400 --> 00:44:39.160 And here I'm sharing couple of slides of the world that she did online about helping the ESL 590 00:44:39.160 --> 00:44:44.380 students to go about these topics and creating ways around racism in Canada. 591 00:44:44.380 --> 00:44:50.920 She provided different resources like videos and readings to do with the students. 592 00:44:50.920 --> 00:44:53.240 And then she provided some guiding questions. 593 00:44:53.240 --> 00:44:56.880 And the students will go through the questions and, and try to answer those 594 00:44:56.880 --> 00:45:00.420 questions using the the language that was being provided. 595 00:45:00.420 --> 00:45:08.620 And and then this is she trying to come up with the, with the responses to the students about 596 00:45:08.620 --> 00:45:15.310 point and defending or not what racism means in Canada based on the work that they did, the readings 597 00:45:15.310 --> 00:45:18.390 and the videos and the news that they watch at that time as well. 598 00:45:18.390 --> 00:45:22.230 So this is her role as an English teacher was to provide the 599 00:45:22.230 --> 00:45:31.740 the language to discuss this in the classroom. 600 00:45:31.740 --> 00:45:38.940 The case number three is another word that I did in collaboration or in consultation. 601 00:45:38.940 --> 00:45:47.680 I want to say in consultation with group of friends who created collective of,. 602 00:45:47.680 --> 00:45:53.510 I would say revitalising the casual language in general. 603 00:45:53.510 --> 00:45:58.270 And the, the way I put it here, Canada, Peru and Latin America is because 604 00:45:58.270 --> 00:46:03.510 it started before the pandemic as a, as collective, we will hang out at 605 00:46:03.510 --> 00:46:08.430 the University of Toronto and on the grounds doing picnics because we have 606 00:46:08.430 --> 00:46:12.650 friend who's coming from Apple remark in Peru. 607 00:46:12.650 --> 00:46:15.690 And she said I would like to share my culture. 608 00:46:15.690 --> 00:46:20.090 I would like to share my language with people and I said what 609 00:46:20.090 --> 00:46:22.010 great idea, let's do something about it. 610 00:46:22.010 --> 00:46:26.590 And we created the spaces and a lot of people came and we 611 00:46:26.590 --> 00:46:30.690 were doing sort of like little picnics. 612 00:46:30.690 --> 00:46:36.230 And she would teach us of the language, but also the culture around it. 613 00:46:36.230 --> 00:46:40.910 But then the pandemic came, and then we couldn't meet any more in person. 614 00:46:40.910 --> 00:46:46.270 And then we decided to turn these engagements into Zoom. 615 00:46:46.270 --> 00:46:52.450 And it's so interesting to know because at that time when we were doing 616 00:46:52.450 --> 00:46:55.980 the picnics, they were like probably 10/15/20 people. 617 00:46:55.980 --> 00:46:58.710 And it would range around those lines. 618 00:46:58.710 --> 00:47:01.310 But then we did this online and we did posters, we 619 00:47:01.310 --> 00:47:04.760 submitted, posted through social media. Why not? 620 00:47:04.760 --> 00:47:12.990 And the first few online engagements, we have around 500 people, which was the maximum for Zoom 621 00:47:12.990 --> 00:47:20.770 at that time from all around Latin America and the world, like Germany and some places from here 622 00:47:20.770 --> 00:47:24.650 in Europe as well who wanted to know more about the natural language. 623 00:47:24.650 --> 00:47:28.810 Because some of them they say, ohh, yeah, I believe in in Germany for 15 years. 624 00:47:28.810 --> 00:47:32.890 And this is the first time I get the chance to actually, you know, learn little bit about 625 00:47:32.890 --> 00:47:35.780 my culture and my language from my parents and my great grandparents. 626 00:47:35.780 --> 00:47:40.590 So imagine that we were connected people in Europe, Latin America or Latin America 627 00:47:40.590 --> 00:47:46.180 and Canada as well, trying to go around learning and revitalising the casual language 628 00:47:46.180 --> 00:47:51.930 through the frameworks of that I have called transcultural invasion, which means how 629 00:47:51.930 --> 00:47:55.050 we can put the culture at the centre of the process. 630 00:47:55.050 --> 00:47:57.150 And I'm going to give you an example in moment. 631 00:47:57.150 --> 00:48:03.650 So we did all of these online and this helped inspire folks out there 632 00:48:03.650 --> 00:48:08.100 to learn more about the languages, but not only revitalising the casual 633 00:48:08.100 --> 00:48:10.220 language, but people who were curious. 634 00:48:10.220 --> 00:48:13.190 I want to learn little bit about that. Why not? 635 00:48:13.190 --> 00:48:18.130 So couple of things that that that I wanted to show you is that the, the teacher 636 00:48:18.130 --> 00:48:21.330 was showing us some flash care about the domestic animals. 637 00:48:21.330 --> 00:48:25.110 And then typically when you teach English, you teach them like the translation 638 00:48:25.110 --> 00:48:29.090 mode like ohh, this is dog and this is cow, this is cat. 639 00:48:29.090 --> 00:48:31.670 And then you do the translation into English or the other 640 00:48:31.670 --> 00:48:33.550 language and that's pretty much it. 641 00:48:33.550 --> 00:48:38.370 However, the conversations didn't end up there and then we ended up in almost 642 00:48:38.370 --> 00:48:45.790 an hour discussion about culture and how here animals for their culture in 643 00:48:45.790 --> 00:48:49.370 Peru, they're part of the family, They're part of them. 644 00:48:49.370 --> 00:48:53.430 They don't see them as pets, like, oh, that's my pet, I need to feed the pet. 645 00:48:53.430 --> 00:48:57.770 It's just more like we are part of the family and they have missed specific 646 00:48:57.770 --> 00:49:01.690 names for cats and dogs and hands and everything like that. 647 00:49:01.690 --> 00:49:05.640 And even even hands or, or cows when they're being them for food. 648 00:49:05.640 --> 00:49:08.850 They, they, they ask for permission and they actually talk to them. 649 00:49:08.850 --> 00:49:10.970 That man, we're gonna, you know, we're going to kill you 650 00:49:10.970 --> 00:49:12.780 because we're going to need some food. 651 00:49:12.780 --> 00:49:14.970 So and then sort of asking permission. 652 00:49:14.970 --> 00:49:19.990 I found it really fascinating when they were sharing this experience about like there is 653 00:49:19.990 --> 00:49:23.240 a, there is hand and we're going to need to kill it because we need to eat. 654 00:49:23.240 --> 00:49:26.750 So we got, they have two metre discussion with the, you know, 655 00:49:26.750 --> 00:49:29.510 you got to nurture our bodies, etcetera, etcetera. 656 00:49:29.510 --> 00:49:35.970 So long ensure is that this class, it was not only among to teach you about the meaning of 657 00:49:35.970 --> 00:49:41.410 these words, but it was cultural experience to understand more in depth what it means to 658 00:49:41.410 --> 00:49:49.490 be an engagement with the with the animals and similar things here related to the different 659 00:49:49.490 --> 00:49:54.290 useful phrases that the teacher was trying to help us out as well. 660 00:49:54.290 --> 00:49:57.590 And then and then you say listen, then you say, look, 661 00:49:57.590 --> 00:49:59.830 he speaks, etcetera, etcetera, etcetera. 662 00:49:59.830 --> 00:50:02.210 And you can see here about the different feelings and emotions. 663 00:50:02.210 --> 00:50:06.550 So we again another one hour discussion about feelings and emotions and 664 00:50:06.550 --> 00:50:09.390 how feelings and emotions and important for the culture. 665 00:50:09.390 --> 00:50:15.240 And then we ended up talking about love and love relationships and and how romantic 666 00:50:15.240 --> 00:50:20.610 relationships involved within this particular community. 667 00:50:20.610 --> 00:50:25.490 So at the end of all these three examples that I gave you, one of the things that 668 00:50:25.490 --> 00:50:31.020 came up with in my mind is about the ongoing solution is about centering the world 669 00:50:31.020 --> 00:50:36.510 that we do towards human relationships, towards our communities, towards creating 670 00:50:36.510 --> 00:50:42.010 meaningful projects that responds to social injustice in community, but also that 671 00:50:42.010 --> 00:50:44.110 asserts the colonial practise. 672 00:50:44.110 --> 00:50:49.530 And the colonial practise means to challenge and question all 673 00:50:49.530 --> 00:50:54.090 of those mindsets that I talked earlier today. 674 00:50:54.090 --> 00:50:59.510 I'm gonna finish in the next few minutes about yes, we know the problem. 675 00:50:59.510 --> 00:51:01.790 We know the possible solutions. 676 00:51:01.790 --> 00:51:08.150 I have shown you the possible examples based on my experience or how this solution is. 677 00:51:08.150 --> 00:51:13.750 It's in light of the the experiences and what's beyond that. 678 00:51:13.750 --> 00:51:17.250 What to do that shouldn't be that enough? 679 00:51:17.250 --> 00:51:19.870 Then it got me thinking this beyond means about looking 680 00:51:19.870 --> 00:51:24.240 at us on cosmological level as well. 681 00:51:24.240 --> 00:51:30.870 And what do I mean is that instead of seeing that pyramid that I 682 00:51:30.870 --> 00:51:36.170 showed you earlier at the beginning, one from the top and one of 683 00:51:36.170 --> 00:51:41.150 the bottom, it's trying to move us into new. 684 00:51:41.150 --> 00:51:47.230 And I'm saying new with quotes because it's not that it's new into paradigm 685 00:51:47.230 --> 00:51:56.710 that is not static into binary, but into more that is blowing non rigids 686 00:51:56.710 --> 00:52:02.200 that he it comes and it goes based on all the knowledge that we have, all the 687 00:52:02.200 --> 00:52:05.450 experiences that we have without the hierarchy. 688 00:52:05.450 --> 00:52:14.240 I seen ideas universe of synergy and reciprocity is reciprocity 689 00:52:14.240 --> 00:52:20.000 where no hierarchies but different opinions to choose from are part of this living creature. 690 00:52:20.000 --> 00:52:24.700 As you can see on the one side, you have the static pyramid there and on the right side 691 00:52:24.700 --> 00:52:30.860 we see this moving, flowing idea or paradigm that are inviting us to move from. 692 00:52:30.860 --> 00:52:32.710 And where do we get all of this from? 693 00:52:32.710 --> 00:52:38.710 Well, our goal is to promote that balance in the universe by prioritising 694 00:52:38.710 --> 00:52:44.450 the common goods rather than the individuals ideas through what has 695 00:52:44.450 --> 00:52:51.420 been called dialogue or plurialogo. This area is plural. 696 00:52:51.420 --> 00:52:53.330 I don't know how to translate that. 697 00:52:53.330 --> 00:52:59.930 Like, yeah, dialogue probably it's more like plural dialogue of knowledges through 698 00:52:59.930 --> 00:53:05.670 ecology of knowledges through the construction of interculturality and to the construction 699 00:53:05.670 --> 00:53:12.970 of critical thinking and critical social political practise that counterbalances 700 00:53:12.970 --> 00:53:16.350 those mindsets that I showed you earlier. 701 00:53:16.350 --> 00:53:22.810 And ultimately, and based on the work that I have done in the previous years, but 702 00:53:22.810 --> 00:53:29.600 also me trying to reclaim my roots, when I went to Colombia, the chief culture 703 00:53:29.600 --> 00:53:34.080 in Colombia, which is where my parents and my great grandparents were born, they 704 00:53:34.080 --> 00:53:39.080 have this work called Pquyquy, which means heart. 705 00:53:39.080 --> 00:53:44.640 About half of the indigenous people in this particular context, it's about 706 00:53:44.640 --> 00:53:50.310 doing, behaving and thinking with our hearts in mind, with the spirits, 707 00:53:50.310 --> 00:53:52.420 with the soul, with the mind, with our body. 708 00:53:52.420 --> 00:53:55.330 We are connected with that heart. 709 00:53:55.330 --> 00:54:00.830 So that's my invitation for you today to move beyond that Eurocentric Western 710 00:54:00.830 --> 00:54:07.030 positive scientific paradigms, binary, etcetera, into more humane one in which 711 00:54:07.030 --> 00:54:11.130 you look at that core, at that heart, as you can see there in the photo, that 712 00:54:11.130 --> 00:54:16.310 Pquyquy that help us move forward as society. 713 00:54:16.310 --> 00:54:21.570 And if we are educators, we are language teachers where language teaching and research 714 00:54:21.570 --> 00:54:27.050 should strive for that social justice, equality, diversity, identity, affirmation and 715 00:54:27.050 --> 00:54:33.890 the celebration of all languages and all cultures On this, this probably versal laws of 716 00:54:33.890 --> 00:54:39.590 understanding that we are all beings in connection with other living and non living creatures 717 00:54:39.590 --> 00:54:44.870 and also recognising that clearly versality of beings that can be done while promoting 718 00:54:44.870 --> 00:54:49.870 and highlighting and amplifying and celebrating the cultural linguistic diversities by 719 00:54:49.870 --> 00:54:55.650 tapping into all those funds of knowledges of those who are and have been at the margin 720 00:54:55.650 --> 00:54:57.700 of society for so long. 721 00:54:57.700 --> 00:55:08.710 So I have one extra slide for you for some research, implications, 722 00:55:08.710 --> 00:55:11.960 broad ideas. She was. 723 00:55:11.960 --> 00:55:17.660 So it's an education, these students and researchers to explore different forms 724 00:55:17.660 --> 00:55:21.980 of research using different data collection methods by using words, polar trading 725 00:55:21.980 --> 00:55:26.900 narratives, checking emails and photo analysis of multilingual media video repo 726 00:55:26.900 --> 00:55:30.840 and forcing technology in different languages. 727 00:55:30.840 --> 00:55:37.700 So I decided to use AI technology here to speak in behalf of me, to tell you what the implications 728 00:55:37.700 --> 00:55:42.100 are in terms of research, because that's where we are moving right now in this world right 729 00:55:42.100 --> 00:55:47.020 now as we speak, ChatGPT and other technologies as well. 730 00:55:47.020 --> 00:55:51.640 And I know this university is already working on AI technology to help us. 731 00:55:51.640 --> 00:55:59.060 So instead of rejecting the AI technology, how can we accept and use and embrace? 732 00:55:59.060 --> 00:56:01.340 I guess I didn't want to use the word use. 733 00:56:01.340 --> 00:56:05.970 I want to use the word embrace AI technology as part of 734 00:56:05.970 --> 00:56:11.330 this cosmos that I've been explaining today. 735 00:56:11.330 --> 00:56:14.410 So how can we use AI technology and other forms of knowledge 736 00:56:14.410 --> 00:56:19.320 is to move us forward as society? 737 00:56:19.320 --> 00:56:21.820 So that's it for me today. Thank you very much. 738 00:56:21.820 --> 00:56:25.500 I appreciate the work that everybody's doing today. 739 00:56:25.500 --> 00:56:31.650 Here are some key references of the world that I have presented today. 740 00:56:31.650 --> 00:56:34.740 I have Twitter, so if any of you are on Twitter, I want to follow me 741 00:56:34.740 --> 00:56:36.750 Well, by all means, go ahead. 742 00:56:36.750 --> 00:56:38.830 I have an e-mail as well that you can always ask questions 743 00:56:38.830 --> 00:56:43.090 at anytime about website and justice4all.ca. 744 00:56:43.090 --> 00:56:47.030 If you want to deepen into little bit more of that and little bit of self 745 00:56:47.030 --> 00:56:53.970 promotion, we have another webinar in a week from today that you know I'm using 746 00:56:53.970 --> 00:56:59.320 that what the QR code if you want to sign up or register and if not, then you 747 00:56:59.320 --> 00:57:05.200 can always go to that tinyurl.com slash JYU2023. 748 00:57:05.200 --> 00:57:10.830 You want to sign up for this webinar in which I will be sharing the space with Melodine, 749 00:57:10.830 --> 00:57:15.970 all the her racial landscapes and my ongoing work on cultural linguistic landscapes 750 00:57:15.970 --> 00:57:20.250 in Belfast about recording the sounds of the city. 751 00:57:20.250 --> 00:57:22.090 So you want to know more about it. 752 00:57:22.090 --> 00:57:24.940 So go ahead & up and come. 753 00:57:24.940 --> 00:57:26.740 So that's it for me today. 754 00:57:26.740 --> 00:57:29.840 I wonder if there are questions, comments or reflections that some of 755 00:57:29.840 --> 00:57:36.050 the folks here on the stage are or the other ones on Zoom. 756 00:57:36.050 --> 00:57:40.180 So I'm going to answer so I can actually see something.