Originally posted on Aquitaine décroissance:
- “L’agriculture naturelle”:Masanobu Fukuoka
- “Revivre à la campagne”: John Seymour
- “Le manuel de la vie sauvage”:Alain Saury
Originally posted on Aquitaine décroissance:
Stonewall (UK) borrows its name from riots (led by activists of colour Stormé DeLarverie, Sylvia R. Rivera and Marsha P. Johnson) that have been whitewashed along with the LGBT movement. In my commonwealth country, anti-LGBT laws are from the British colonial constitution.
Originally posted on howupsetting:
With the Commonwealth Games starting in Glasgow this week, the usual suspects have been out in force complaining about homophobia in many of the Commonwealth countries. Never one to shy from the limelight, Peter Tatchell actually travelled to Glasgow to call on Alex Salmond and organisers to condemn these nations and even ban them from competing (quite how travelling up to Scotland to tell its First Minister what to do squares with his support for independence, I’m not quite sure.) By far the most prominent example of this trend, on social media at least, was this meme from Stonewall:
Stonewall went to town with this one, posting it several times and retweeting posts of it by others. Its many retweets means that it will have been seen by many thousands of people and it led to a predictable outpouring of anger and condemnation. Then, in a perfect fuelling of…
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A great way to put this important message!
Originally posted on Violet's Veg*n e-Comics:
Look at this can, and picture if you can
What it would do to Peter Rabbit’s paw.
It’s as sharp as a knife, it would cut like a knife,
And cause bad infection for sure.
This is how it goes, when someone just throws
Their drink can on the ground.
Inevitably it must, succumb to the rust,
Get dangerously jagged and unsound.
Now think of this, just think of this -
What if Mrs Tiggywinkle walked over?
What if she trod, right over the sod
Where this can was hidden in the clover?
Or Tabitha Twitchit, perhaps Mrs Twitchit,
Might be walking her youngsters to school.
Moppet and Mittens, and Tom, her kittens
Could, on this can, cut their feet cruel.
“Oh I wish,” they would say, at the end of the day,
“That the can had never been left there.”
Their feet would sting, as infection set in,
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Vinegar and oil wood floor cleaner: To both clean and polish wood floors, combine equal parts white vinegar and vegetable or mineral oil. Rub into wood with a soft cloth.
Vinegar wood floor cleaner: Pour 1 cup of white vinegar into a bucket of hot water. Dip mop into cleaner and wring out so that it is damp, not dripping, and mop floors. Add 1/4 cup liquid castile soap for additional cleaning power, or substitute lemon juice for vinegar for a citrus scent.
Washing soda wood floor cleaner: Dissolve 1 tablespoon washing soda crystals into a bucket of hot water and damp mop your floors.
Borax wood floor cleaner: Pour 1/4 cup borax into a gallon of hot water. You can damp mop with this mixture without having to rinse.
Lemon and olive oil wood floor cleaner: Pour 1/2 cup lemon juice, 3/4 cup olive oil, and 1 gallon of hot water in a bucket. Apply to your floors with a damp mop.
Let’s start from the floor up. I’ll perhaps post as I search along since I have neither decent internet to do research, nor time, and nor Office currently, and I won’t retype what I already pasted there.
The above (link in title) seems a great website, maybe it has everything one ever needs so all I need to do is report any bad results if I try their tips. I was mourning the half a bottle of non-animal tested wooden floor cleaner, albeit the powers of which I never quite trusted because of the lovely almond smell, it cleaned my kitchen floors perfectly, instantly and effortlessly but then the smell stayed and I think it attracted insects (almond smell = food!) who became confused… and probably hangry.
Thanks, FoC (a shout out just in case)! What would I and my blog be without you!
So human sex (NYT reporter says gender but probably means cismen) has become triggering for mice and rats subject to torture. Trauma is physiological and for all animals, obviously. From Shakesville
[CN: Animal testing] A new study has found that lab rats and mice “experience more stress in the presence of men than of women. Rodents left alone in a room with a man, or presented with a T-shirt worn by a man, had a sharp spike in the stress hormone corticosterone. And because the hormone acts as an analgesic, they also showed less response to pain. The rodents showed no such reaction to women; they were also less stressed when given a woman’s shirt together with a man’s. The amount of stress felt by the rodents was ‘massive,’ said Jeffrey Mogil, a psychologist at McGill University and an author of the study.”
WTF is the point of such a test, really??! To get more funds to pay the female chaperone (that’s the conclusion of the study, all their results have been biased so enter female chaperones)? A reminder that some of their funds may be your taxes and that either way funds could go to actually helpful research. Unhelpful research also do the real tests on underprivileged populations when healthcare introduces the products on humans (the first test subjects of our species). Whatever is done to mice or animals is not science or research it’s pure rubbish… why not quit testing on animals NOW instead of new tests that say ok we admit to bad results but here’s some more rubbish so we can continue waste funds and give false hopes to ill people?!
“contempt for trigger warnings is contempt for survivors.” s.e. smith.
I found Shakesville’s responses pertinent too. Some thoughts after reading the xojane piece:
Well I’m not in college in the US, but this discussion is spilling into online use. Unlike the author I think the use of vague trigger warnings are useful; for those only reading me note that triggers are specific for trauma survivors e.g. a sound, the perpetrator’s name and obviously content notes or trigger warnings say e.g. ‘rape’. For those whining about TWs, have they studied gender-based or sex-based violence daily for months and while being subjected to sexual assault or harassment simultaneously? It’s bad enough that at least ever since we had to put on a high school uniform, some of us have been subjected to one form of sexual violence or another quasi daily. Do they ever think that maybe for a day, someone who recently experienced sexual violence may want to avoid reading an article that might give them insomnia? To get an effing break… do they know what it’s like to not get a break ever? (and one thing not being the only form of violence one is subject to daily). Should such a person not study certain subjects? Do all of the person’s classmates need to know hir situation? Why should one have to walk out of a class when they could simply avoid that topic on a particularly hard day? People like em happen to be needed the most in these fields that may be hard for them to study. I’m not talking about myself but once someone was trying to convince me to study psychology or social work, which I didn’t study.
When I had emotions, the hardest thing for me was to hear about cases of child rape or pedophilia. It didn’t happen to me or anyone I know but I would cry an entire night (12-14hours on end) from, to mention something searchable, watching Tshepang (short/play, where there is no graphic violence nor even the participation of a baby to represent the baby). So, obviously I’d avoid watching or reading accounts on the subject if I needed sleep or if I had a test the next day. The word ‘pedophilia’ didn’t have the same effect so a TW or content note would’ve been helpful. In South Africa, everyone had heard of Tshepang’s horrific rape and probably no baby would be given this name now. Not feeling affected by instances of child rape for me is a pathology, so everyone who doesn’t (like me now) has a pathology, is misopedic to a greater-than-average extent or is in some delusional bubble (while being grateful to those who handle their emotions and work in the field). A TW about ‘child rape’ would otherwise be for people who were raped as a child. For every other general TW or CN, it seems to me people who have a problem with them are the ones who live privileged lives and when they read about real life issues, it may be like they are reading fiction, those who they know have these real issues are an abstraction. So the problem is such people often lack courtesy?
From the comments to Triggered linked, Ana Mardoll says: “Unless I missed the memo from our Overlords, no one is being made to do them; they’re a courtesy that people choose to include.”
I don’t know what other people think constitutes reality, but for me it’s included burying both of my parents and repeatedly committing loved ones to terrifying psychiatric hospitals for their own safety. I’m pretty clear on what reality can look like.
We don’t get triggered because we’re weak; we get triggered because trauma responses are physiological. They’re not imaginary or only psychosomatic, and they’re not necessarily part of a lifetime condition. Lots of people around you are trauma survivors, but you may not know it [...]
The author goes on to say something else but I think the reason “you may not know it” is that trauma survivors are well aware of the contempt that even those they trust may feel towards them, or if they weren’t they soon become aware of it because their surroundings can’t help but express contempt sooner or later.
That’s all I can type for today, I’ll possibly reblog on Radical Goat (where less likely-to-be-accepted-thoughts go and thus, I only have 4 followers :D)…TBC
I’ve been quiet all of Sexual Assault Awareness Month on WP, #decolonizeSAAM encouraged some great discussions, like the last one on Storify. I didn’t use twitter until recently and didn’t realise what a great search tool it is for any topic.
Jenny Sandlin and Julie Garlen Maudlin are co-editing a new book oriented to the study of Disney as an Educational, Cultural, and Social Curriculum. Sharing from a poster in Institute for Critical Animal Studies.
Call for Proposals
The Disney Curriculum: Education, Culture, and Society
Jennifer A. Sandlin, Arizona State University
Julie Garlen Maudlin, Georgia Southern University
The purpose of this edited volume is to explore the Disney Corporation and the myriad ways its curricula and pedagogies manifest. Disney is a major multinational entertainment corporation, represented in almost every media platform (Wasko, 2001). Disney generates over $37.8 billion dollars per year through animated films, live-action films, theme parks, television stations, radio, publishing, licensed merchandise, schools, museums, sports, music, urban development, at least one community, and myriad other products and entertainment arenas—all while maintaining a corporate image of wholesome, innocent, nostalgic entertainment. These various products and experiences are consumed by hundreds of millions of people each year across the globe and have a significant impact on shaping individual and group cultural identity. Giroux and Pollock (2010) argue that Disney is a “teaching machine” that “exerts influence over consumers but also wages an aggressive campaign to peddle its political and cultural influence” (p. xiv). Disney is thus a kind of public pedagogy extraordinaire.
We envision Disney not only enacting a broad-reaching [corporate] public pedagogy (Savage, 2010), but also position it as part of a “big” curriculum (Schubert, 2006; see also Cremin, 1976 and Schubert, 1981) that permeates cultural discourse in myriad ways. This “big” curriculum of public and private spaces resides in both liminal and distant proximities to formal educational institutions such as schools (Stearns, Sandlin, & Burdick, 2011). As such, we argue that Disney, which is an increasingly salient part of individuals’ everyday life practices and identity formation—as well as a major cultural force that helps shape conceptions of family values, gender, sexuality, race, class, ethnicity, “Americanness”, childhood, pleasure, entertainment, education, and community—must be recognized as an influential element within the big curriculum. Schubert’s (2006) perspective on the big curriculum aligns with Pinar’s (2004) perspective on curriculum theory as an “interdisciplinary study of educational experience,” with curriculum broadly defined as the educational experiences gained both through and in spite of the structures of formal schooling. We posit that Disney constitutes and enacts just such a curriculum–both inside and outside of schools–that helps to shape the ways we think, learn, and live. In a recent volume on Disney, Giroux and Pollack (2010) encourage citizens to ask themselves, “How does the power of a corporation like Disney affect my life and shape my values as a citizen, consumer, parent, and individual?” (p. xv). While acknowledging Disney’s ubiquitous potential to craft social and cultural norms and influence identities, we also recognize our own investments in Disney as a source of entertainment and pleasure. That is, we posit that Disney can also provide “opportunities to venture beyond mundane, everyday experience while laying claim to unrealized dreams and hopes” (Giroux & Pollack, p. 7). Therefore, we do not seek only to criticize and/or deconstruct Disney products and perspectives but also to appreciate and understand the ways that the Disney corporation operates to influence education and popular culture in the United States and beyond.
We thus invite educational scholars to engage with the Disney curriculum in a variety of ways that may include critical works on Disney films and/or theme parks, how Disney has been taught and resisted in schools, critical activism focused on Disney, ways in which fans and consumers develop and negotiate their identities through and with their engagement with Disney, and how race, class, gender, sexuality, animality, and consumerism are constructed through and within the Disney megaverse. We seek diverse methodological approaches including but not limited to those that take up perspectives of political economy, ethnography, textual analyses, audience reception and interpretation analyses, and/or approaches that combine one or more of these perspectives. We also welcome theoretical perspectives to studying Disney that include but are not limited to socioeconomic, political, cultural, psychoanalytic, feminist, posthuman, and ludic postmodern approaches to Disney.
Prospective contributors should submit a one-page overview of their proposed chapter, including a brief abstract including a description of the chapter’s central argument, and a potential list of references.
Please send proposals by Monday, April 21, 2014 to: Jennifer Sandlin, email@example.com