|
ISPE-6000 |
Ethnoautobiographical Inquiry - Ancestral and...
ISPE-6000-Ethnoautobiographical Inquiry - Ancestral and Historical Research 13CreditsThe differences in personality or identity process between Indigenous individuals and typical Western individuals (at times called WEIRD in the research literature) are significant. While the Indigenous sense of self is structured through the engagement with community, the surrounding world (ecology), and spiritual dimensions, the Western sense of self is structured by normative dissociation, a splitting from the sources that nurture the sense of Indigenous selves (the Andean phrase criar y dejarse criar, to nurture and be nurtured, is emblematic for this sense of self). The exploration and affirmation of ancestral indigenous roots in all their complexity is mandatory for students engaging in Indigenous science inquiries and practices. This process acknowledges the multiplicities or hybridities of identity embodied in most individuals today (in contrast to ideals of purity and supremacy espoused by racist science). The first part of the class catalyzes the process through autobiographical writing and historical research of ancestral lines (genealogy). During the second part of class in the second semester students are expected to deepen their process and, if at all feasible, to make a pilgrimage to at least one of their ancestral sites of cultural importance.
|
Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
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3 |
3 weeks (Friday 15 Sept - Holiday) |
28-Aug-2023 14-Sep-2023 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6002 |
Indigenous Knowledge & Research Methodologies
ISPE-6002-Indigenous Knowledge & Research Methodologies 3CreditsThe focus of this class is the intricate epistemological, ontological, and ethical understanding of Indigenous knowledge. At the beginning of class, the distinctions to research methodologies in the Western paradigms, where Indigenous knowledge commonly only appears partially, are highlighted. The most recent advances in Western scientific models, from participatory knowing to quantum field theories, are discussed to show emergent convergences between cutting edge Western science and Indigenous science. Objectivity, validity, reliability, and other concepts central to research are analyzed critically. This background story prepares students to engage deeply in the knowing process of Indigenous science which is one of the major intellectual traditions of humanity; it is distinguished from other knowledge traditions in that it is both a way of knowing and being that emanates from the Earth. Like western forms of inquiry, Indigenous Science includes a study of foundational literature but unlike other forms of science, the pedagogical foundation of Indigenous Science also derives from ancient rock writings that set forth knowledge and ways of merging with the earth-based, holistic consciousness. On an individual level, Indigenous science is embodied wisdom, which forms the dynamic core of the Indigenous mind process. In this survey course, students study traditional indigenous stories, learn from Elders and review literature that compares and contrasts Indigenous science with western science. These streams of thought and study merge in the meditative engagement with and research of ancient symbols, ceremonies, and sacred sites of students’ own ancestral heritage.
|
Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Catherine Alum Odora Hoppers(Uganda)
Catherine Alum Odora HoppersUganda
Bio for Prof. CAO Hoppers: Professor Extraordinarius, University of South Africa,
Prof of Education, Gulu University
Professor Hoppers is a scholar and policy specialist on International Development, education, North-South questions, disarmament, peace, and human security. She is a UNESCO expert in basic education, lifelong learning, information systems and on Science and Society; an expert in disarmament at the UN Department of Disarmament Affairs; an expert to the World Economic Forum on benefit sharing and value addition protocols; and the World Intellectual Property Organisation on traditional knowledge and community intellectual property rights.
She got a Masters and PhD in International Education from Stockholm University, Sweden; was a recipient of an Honorary Doctorate in Philosophy from Orebro University (Sweden), and an Honorary Doctorate in Education from Nelson Mandela Metropolitan University in South Africa. In South Africa, Professor Hoppers was awarded Professor Extraordinarius in 2019 at University of South Africa (Pretoria). She held a South African Research Chair in Development Education at the University of South Africa (2008-2018) a National Chair set up by the Department of Science and Technology. Prior to that, she was a technical adviser on Indigenous Knowledge Systems to the Parliamentary Portfolio Committee on Arts, Culture, Science and Technology (South Africa) and led the Task Team to draft the national policy on Indigenous Knowledge Systems.
She was a Distinguished Professional at the Human Sciences Research Council; an Associate Professor at the University of Pretoria; a visiting Professor at Stockholm University (Sweden) where she led the Systems Research Collaboration (Sweden and South Africa), bringing together policy makers and professionals in the academia in the two countries. She is a Visiting Fellow at Cornell University (New York) and was formerly a member of the International Faculty of the United Nations International Leadership Academy (Amman-Jordan); and more recently, Prof Hoppers was appointed to the Faculty in the Master of Arts in Indigenous Science and Peace program at the UN University for Peace in Costa Rica (2021).
She is a member of the Academy of Science of South Africa (ASSAf, 2002), and was a member of the Academy of Science Special Panel on the Future of Humanities (South Africa). She serves as member of the Board of the PASCAL International Observatory (initiated by the Organization of Economic Cooperation and Development Countries (OECD)), and was the Scientific Coordinator and Campus Director for the Council for the Development of Social Science in Africa (CODESRIA) Annual Social Science Campus (2006). She is a Fellow of the African Academy of Sciences (AAS, 2012) and was the Chair of the African Academy of Science Membership Advisory Committee on the Social and Cultural Sciences (2014). In 2013, she was appointed by the Minister of Higher Education (South Africa) as Member of the Task Team on the Ministerial Project on the Future of the Humanities and Social Science.
She has addressed the International Bar Association, the Swedish Research Council, and Academy of Science of South Africa, the British House of Lords (British Parliament), and the Royal Dutch Shell. She was the Goodwill Ambassador for Makerere University in Kampala Uganda; and Ambassador for Non-Violence at the Durban Universities’ International Centre for Non-Violence.
She was given the Presidential Medal of Honour by the President of Uganda on the 9th October 2013, marking Uganda’s Golden Jubilee, for her ground-breaking academic research and leadership. She received the South African National Pioneers Award for her contribution to the development of Indigenous knowledge systems since 1994, given at the Freedom Park in 2014 (South Africa).
In July 2015, she received the Nelson Mandela Distinguished Africanist Award from HE Thabo Mbeki for her pursuit of the total liberation for the African continent through the promotion of Indigenous Knowledge Systems of Education and in the same year, Prof Hoppers was awarded “Woman of the Year” by the University of South Africa, and was named as a “Leading Educationist” and was honoured in the Gallery of Leadership as the 63 most influential people who have shaped Unisa since its inception in 1873, in a permanent exhibition in Kgorong Building in UNISA. In 2017, Professor Hoppers received the distinction from UNESCO as an Honorary Fellow in Lifelong learning. She is the Founder and Director, Global Institute for Applied Governance in Science, Knowledge Systems and Innovations (Uganda). She holds a Professorship in Education at Gulu University (Uganda).
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3 |
3 weeks |
20-Sep-2023 10-Oct-2023 |
8:45am.-11:45am. |
Earth Charter Auditorium |
|
ISPE-6015 |
Colonial History, Decoloniality, and Sovereignty
ISPE-6015-Colonial History, Decoloniality, and Sovereignty2CreditsThis class distinguishes the discourses of modernity (1), postmodernity (2), and Indigeneity (3) in the global context. 1) Modernity is the other side of the coin of coloniality and colonial history; part of modernity is cosmopolitanism, the universalizing practice of Western knowledge and political practices that is central to its understanding of person and society. 2) Postmodernity and decolonization are labels for the ongoing crisis of modernity/coloniality. 3) Finally, decoloniality and Indigenous sovereignty describe possibilities of a pluralistic cosmopolitanism grounded in the local ecology and traditions of different peoples. This is the framework for the affirmation of Indigenous rights and traditions and supports Indigenous futures. The goal is to develop a historical and paradigmatic understanding of Indigenous sovereignty and decolonial practices that supports students’ ethnoautobiographical and Indigenous science inquiries.
|
Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
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2 |
2 weeks |
16-Oct-2023 27-Oct-2023 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6001 |
Bridging Paradigms – The Role...
ISPE-6001-Bridging Paradigms – The Role of Dreams and Dreaming3CreditsDreaming is an intuitive way of knowing prized by our ancestors. In cross-cultural perspective, dreaming brings new information to light about our identities, our communities (human and non-human), and our past and future. In this course we will deepen our commitment to ourselves and to each other as dreamers. Informed by indigenous science as well as the disciplines of psychology, anthropology, and consciousness studies, we will journey together into the depths of the big dream. In ceremony, we will dream together and see what we can co-create. As a way of knowing, dreaming is a practical and powerful lens for ethnomethodological inquiry using tools such as journaling, artwork and dream re-entry. As such, we will contextualize dreaming as a visionary state of consciousness that has historically been central to cultural change, including decolonization movements and revolution. We will learn practical methods for getting better rest, recalling more dreams, and identifying our own powerful images for the purpose of revealing helpful and harmful patterns in our lives, our families-of-origin, our deeper ancestries, and our collective humanity. We will also explore visionary dreaming such as prophetic dreams, visitation dreams, initiation dreams, and lucid dreaming. At the end of this course, students will have the grounding and tools to work with dreams alone, in partnership and with groups for health & wholeness, and for re-establishing vital communication with the more-than-human world.
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Mandatory |
Ryan Hurd(United States)
Ryan D. Hurd’s family has centered around the Great Lakes and the Eastern Woodlands in the US for ten generations. He currently lives in Philadelphia, PA on the unceded territory of the Lenni Lenapi and Delaware Peoples. Ryan’s ethnic roots are Scotch-Irish, Anglo-Saxon, Germanic and Norman; his ancestral homelands include the territories now known as Ireland, Scotland, England, France and the borderlands of Alsace Lorraine. Ryan has a MA in Consciousness Studies from John F. Kennedy University (2008), and a BA in Anthropology/Archaeology from the University of Georgia (1998) and worked in Cultural Resources Management as a field archaeologist until turning to holistic education and dream research. His peer-reviewed work has appeared in Consciousness and Cognition, International Journal of Dream Research, and Anthropology of Consciousness, as well as many invited book chapters, including a recent co-authored chapter with Dr. Apela Colorado in Land of the shamans: Archaeology, cosmology and landscape (2018). Ryan is the author of Sleep Paralysis: A guidebook for hypnagogic visions and visitors of the night (2011) and co-editor of the two volume research set Lucid dreaming: New perspectives on consciousness in sleep (2014). Ryan’s blog DreamStudies.org, a public education portal for dream research, has been featured on NPR, CNN, Mashable, Vice, and Gawker Media and he has been invited to lecture at venues as varied as Stanford University and the Rhine Research Center. He is currently serving as Director of Spiritual Development at Unitarian Society of Germantown in Philadelphia, PA, and as Lecturer in Psychology and Holistic Studies at John F. Kennedy University. Ryan is a member of the International Association for the Study of Dreams and abides by their ethical agreements.
Apela Colorado()
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3 |
3 weeks |
30-Oct-2023 17-Nov-2023 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6004 |
Indigenous Science Methods
ISPE-6004-Indigenous Science Methods3CreditsThis class builds on the introductory course “Indigenous Knowledge & Research Methodologies”. It moves students from the general paradigmatic understanding of methodologies to the applied understanding of Indigenous science research methods and a decolonizing approach to knowing and knowledge. The class looks specifically at procedures of investigation and inquiry as well as documentation that are appropriate for relevant and urgent issues in Indigenous traditions and the recovery of indigenous mind process.
After formulating researchable questions and designing research steps, we will focus on issues of gathering, analyzing and interpreting data. The critical discussion of objectivity, reliability, and validity serves to establish the relevance of Indigenous science research projects. Special attention will be given to the ways in which Indigenous science designs pertain to the recovery of ancestral memory and ways in which they can contribute to socio-cultural healing and the development of interventions. Students will leave this class prepared to begin thinking about their capstone project.
|
Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
Valerie Ringland(United States)
Valerie RinglandUnited States
Dr. Valerie Cloud Clearer Schwan Ringland is a Frisian-Sumerian woman teaching within the Indigenous Science and Peace Studies program. Born on Shawnee land in the U.S., she now lives on Yuin land in Australia. Valerie integrates Indigenous Science throughout all of her work, which includes spiritual social work, research, writing, and community-building. She has a Ph.D. in social work, a J.D. in law, B.A. in mathematics, and certifications in mediation and restorative justice. Valerie has facilitated healing processes, engaged in social research, and advocated for changes in social policy and practice in Australia, the U.S., India, South Africa and Peru. Her Ph.D. focused on Indigenous science approaches to trauma healing, which included ceremonial healing and apprenticeships, ancestral healing, and Western scientific research. She has carried what she learned about trauma healing out of the academy and engages in gift economy knowledge-sharing through an organisation called Earth Ethos (www.earthethos.net).
|
3 |
3 weeks |
22-Nov-2023 13-Dec-2023 |
1:00 pm-3:45 pm |
Other |
|
ISPE-6006 |
Representing Indigenous Mind – Decolonial...
ISPE-6006-Representing Indigenous Mind – Decolonial Representation in Publications and Media3CreditsRepresenting Indigenous Mind? Decolonial Representation in Publications and Media is an interdisciplinary course that seeks to 1) provide space for the deepening of students’ awareness of their lived historical contexts and positionalities as producers of print and audiovisual media in relation to Native lands, peoples, and cultures; 2) contribute to students’ awareness of the common pitfalls of representing Native lives and worlds; 3) immerse students in Native self-representations that respond to questions like: How do specific Native scholars and groups understand their realities? What are some of their most pressing concerns? What kinds of representations do they consider oppressive and decolonial and why? and 4) encourage students to forge reciprocal relationships with Native peoples and communities, relationships that serve as foundation for representations and other forms of collaboration that advance indigenous interests, planetary survival, and peace.
|
Mandatory |
Grace Nono()
|
3 |
3 weeks |
08-Jan-2024 26-Jan-2024 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6016 |
Co-Lab-Oration: Indigenous science communication and...
ISPE-6016-Co-Lab-Oration: Indigenous science communication and application in culturally inspired peace education and peacebuilding processes and practice (IMapp) 3Credits“The science of stories and the stories of science” (Otago, 2021). Science Communication is a field that connects people with the awe and wonder of life and the natural world, and with cutting edge technology and innovation, scientific thought and practice. The emerging field of Indigenous Science Communication brings indigenous cultural wisdoms, sciences and lifeways, technologies and innovation together with western ways of knowing, being and doing to respond to the needs for egalitarian exchange and building of knowledge that might potentiate a holistic transformation towards planetary wellbeing. Today, we navigate ‘infodemics’ media landscapes of extreme ideologies, mistrust and the entanglements of new media swarms that threaten relationships, incite violence and create deeper polarities of conflict. How might Indigenous Science Communication help restore trust in the building of knowledge and information, inspire awe, wonder and understandings of the cultural and natural worlds and call attention to the needs to reconcile humanity and earth? What role does this field have to play in culturally inspired peace education and peacebuilding projects? In this course we critically explore how indigenous science might be communicated and creatively applied in today’s media and socio-cultural landscapes. We look to our own ancestral lifeways, process and practice of communicating science. We consider the methods and mediums (new media, blog, vlog, film etc) that align with our identified skill sets (indigenous healing arts, sound, music, writing, art, poetry, dance & movement etc) and embark on an applied communication project that incorporates values and wisdoms of indigenous science.
|
Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
|
3 |
3 weeks |
29-Jan-2024 16-Feb-2024 |
8:45am.-11:45am. |
Classroom #2 |
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ISPE-6017 |
Indigenous Science, Archaeoacoustics, Archaeoastronomy and...
ISPE-6017-Indigenous Science, Archaeoacoustics, Archaeoastronomy and Peacebuilding: Meeting in the Dream of the Earth 3CreditsThis course considers the emerging fields of Archaeoacoustics and Archaeoastronomy through the embodied lens of Indigenous Science. We explore the possibilities of the interface between western and indigenous ways to restore the conditions of Earth, sacred sites and address the threats of climate change, and preserve knowledge systems and meaningful egalitarian knowledge exchange in the peacebuilding process. Through these topics, our focus becomes the relationship between story and song and our own cultural remembering and embodiment as ISPS research practitioners.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Apela Colorado()
Timothy Huia Bramley(New Zealand)
Timothy Huia BramleyNew Zealand
Born of indigenous M?ori and Celtic descent from Aotearoa-New Zealand, T?moti was trained in tribal tradition as a M?ori indigenous cultural practitioner (ICP) in Hauora, healing, wellbeing and waiata, singing. Growing up mixed race M?ori, T?moti has spent their life confronting the challenges of colonialism, defining, reconciling and integrating their often polarised worldviews. This lifelong commitment to restoring the conditions of life; the self, collective and earth, has cultivated a multidisciplinary background weaving cultural healing arts, humanities and peace and conflict studies, whilst working for almost a decade alongside Dr. Apela Colorado with the Worldwide Indigenous Science Network. T?moti has developed a peacebuilding praxis of Critical Cultural Recovery (CCR) and a cultural healing framework for personal and collective peacebuilding called P?awai- K?kano, the seed and its becoming. Working both locally and internationally, T?moti has been an elected member in an inaugural indigenous seat within the Waikato regional government and has taught, facilitated, contributed to global cultural gatherings and offered seminars in Aotearoa-New Zealand, Israel and Palestine, Egypt, Bosnia and Herzegovina, Greece, Germany, France, Scotland, Australia, Indonesia, Western Samoa, Hawai’i and the United States. T?moti is deeply honoured to join the faculty in the Masters of Indigenous Science and Peace Studies (ISPS) at the United Nations University for Peace in Costa Rica and to join with the community of learning in the commitment and hope for Peace.
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3 |
3 weeks |
19-Feb-2024 08-Mar-2024 |
8:45am.-11:45am. |
Classroom #2 |
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ISPE-6018 |
Current Issues in Indigenous Science...
ISPE-6018-Current Issues in Indigenous Science and Peace Studies2CreditsWhat is peace? How is peace expressed by indigenous cultures and why might cultivating understandings of deep and critical histories and their diversity be important in the landscapes of socio-cultural peacebuilding process and practice today? The roots of the contemporary Western peace-making model have largely developed without the acknowledgement, diversity and inclusion of deeply embedded indigenous knowledge systems for peace process and practice. Furthermore, the lineages of this model have emerged over the past 500 years, simultaneously, with the impacts and continuums of imperialism, colonization and subsequent subjugation, genocide and oppression of indigenous peoples. Impacts that have entangled not only human, but all species, systems and communities of life-being. Yet, indigenous and first nations peoples have their own stories, histories and knowledge systems of peace and conflict, process and practice. In this course, we challenge the western normative telling of history and explore peace from indigenous cultural perspectives whilst also reviewing the canon of peace studies. We consider the split and the potentiality of transformative collaboration and a renewed cultural pluriverse and cosmopolitanisms in peacebuilding process and practice. Together we re-envision what might be possible for sustainable peace.
Concept Projects: literature review of peace studies (group), deep dive into peace and your own cultural identity to provide advocacy based on your views and recommendations for contemporary peacebuilding process and practice.
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Mandatory |
Brian Donald Rice(Canada)
Dr. Brian Rice is a full professor and holds the position of Indigenous land based educator in the Department of Kinesiology and Recreation management at the University of Manitoba. He is also one of the first graduates of the Indigenous Knowledge and Recovery of Indigenous Mind doctoral programs developed by Dr. Apela Colorado in the 1990’s. Originally born in Buffalo New York, Dr. Rice is an enrolled member of the Indigenous Mohawk Nation at Kahnawaké Quebec, Canada. Besides being a teacher and an interim principal for four years in an Indigenous operated school, he has taught full time in the departments of Native Studies, Religious Studies, Continuing Education, and Education over a 30 year period. He continues teaching courses in Indigenous history and culture both national and global. He has published three books Seeing the World with Aboriginal Eyes; The Rotinonshonni: A Traditional Iroquoian History Though the Eyes of Sawiskera and Teharonhia;wako; and A History of Newcomer and Indigenous First Encounters from the East to the Mid-west for Educators. He has also published various chapters and articles on Indigenous issues, history and culture within various books centered on peace studies. He did his doctoral course work in California, Hawaii, Mexico, Thailand and Senegal and has presented in Guyana, Ireland, Israel, Palestine, Thailand, Australia, Myanmar, Kenya, Japan as well as other regions in the United States and Canada. Previous to writing his dissertation and as part of his research methodology, he embarked on a 700 mile walking journey following the path of the Peacemaker who confederated five warring Indigenous nations including the Mohawk, that later influenced the federation of the 13 thirteen American colonies becoming the United States of America. He then contributed by helping to facilitate journeys consisting of elders and community members back to their traditional homelands.
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2 |
2 weeks |
11-Mar-2024 22-Mar-2024 |
8:45am.-11:45am. |
Classroom #2 |
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ISPE-6019 |
Cultural Recovery, Renewal and Regeneration...
ISPE-6019-Cultural Recovery, Renewal and Regeneration - Bribri Field Trip3CreditsCulture shapes life. Today, humanity is shaped by, and the earth is impacted by, cultural loss. While facing hyper-complexities within diverse socio-cultural landscapes, how might we begin to disrupt the effects of cultural genocide and regenerate cultural connectivity to restore the conditions of life? As ISPS research-practitioners, how do we understand ourselves in both the micro and macro? And why might it be important to understand our own culturology - our own cultural identities - in relation to where we find ourselves today in both local and world-wide peace processes? Building upon our auto-ethnographies, this course offers us reflective space to delve deep into our own culturological study and invites us to consider our ancestors experiences of violence, self-determination and dominance, peace and conflict, we consider our own needs of cultural recovery, what renewal might be experienced as today and to envision what cultural regeneration might look like. We begin to create space for the emergence of our own reflexive models of cultural recovery, that we might then bring as embodied experience to the peacebuilding process and practice.
Types of violence, types of peace, types of conflict, power and resistance,
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Timothy Huia Bramley(New Zealand)
Timothy Huia BramleyNew Zealand
Born of indigenous M?ori and Celtic descent from Aotearoa-New Zealand, T?moti was trained in tribal tradition as a M?ori indigenous cultural practitioner (ICP) in Hauora, healing, wellbeing and waiata, singing. Growing up mixed race M?ori, T?moti has spent their life confronting the challenges of colonialism, defining, reconciling and integrating their often polarised worldviews. This lifelong commitment to restoring the conditions of life; the self, collective and earth, has cultivated a multidisciplinary background weaving cultural healing arts, humanities and peace and conflict studies, whilst working for almost a decade alongside Dr. Apela Colorado with the Worldwide Indigenous Science Network. T?moti has developed a peacebuilding praxis of Critical Cultural Recovery (CCR) and a cultural healing framework for personal and collective peacebuilding called P?awai- K?kano, the seed and its becoming. Working both locally and internationally, T?moti has been an elected member in an inaugural indigenous seat within the Waikato regional government and has taught, facilitated, contributed to global cultural gatherings and offered seminars in Aotearoa-New Zealand, Israel and Palestine, Egypt, Bosnia and Herzegovina, Greece, Germany, France, Scotland, Australia, Indonesia, Western Samoa, Hawai’i and the United States. T?moti is deeply honoured to join the faculty in the Masters of Indigenous Science and Peace Studies (ISPS) at the United Nations University for Peace in Costa Rica and to join with the community of learning in the commitment and hope for Peace.
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3 |
3 weeks |
01-Apr-2024 19-Apr-2024 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6005 |
Ethnoautobiographical Inquiry - Ancestral and...
ISPE-6005-Ethnoautobiographical Inquiry - Ancestral and Historical Research 2 and Petrospheres Field Trip3CreditsThe differences in personality or identity process between Indigenous individuals and typical Western individuals (at times called WEIRD in the research literature) are significant. While the Indigenous sense of self is structured through the engagement with community, the surrounding world (ecology), and spiritual dimensions, the Western sense of self is structured by normative dissociation, a splitting from the sources that nurture the sense of Indigenous selves (the Andean phrase criar y dejarse criar, to nurture and be nurtured, is emblematic for this sense of self). The exploration and affirmation of ancestral indigenous roots in all their complexity is mandatory for students engaging in Indigenous science inquiries and practices. This process acknowledges the multiplicities or hybridities of identity embodied in most individuals today (in contrast to ideals of purity and supremacy espoused by racist science). The first part of the class catalyzes the process through autobiographical writing and historical research of ancestral lines (genealogy). During the second part of class in the second semester students are expected to deepen their process and, if at all feasible, to make a pilgrimage to at least one of their ancestral sites of cultural importance.
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Mandatory |
Jurgen W. Kremer(Germany/USA)
Jurgen W. KremerGermany/USA
My teaching and writing focuses on a decolonizing discourse of Whiteness, the history of modernist White self-constructions, and the critical reconstruction of European indigenous layers. I hope that out of the tears about the grievous things our ancestors have suffered and committed, amidst all the achievements, there will arise shared laughter and appreciation as the joy of the local truth ceases to be a call for dominance, and as people enjoy and appreciate each other's capacity for cross-cultural learning. Facing collective shadow material, the inclusion of the dark and light seem to prevent us from superficial nostalgia and dissociated romanticism in relation to any culture, and help us to move into the future through our connections with ancestral cultural roots. The remembrance of the web of stories that create who we are; the connection with the surrounding lands, community, and cultural history; the philosophical reflection upon our cultural premises; the dialogue of the various sciences with local knowledge and narratives, i.e. indigenous science these seem to be ways to open an avenue for rich multicultural inquiry and learning as well as the resolution of cultural wounds and the exploration of the liberating potential of ethnic constructions. Durable peace is only possible if we find ways to affirm and assert visionary and interconnected sovereignty that supersede the models modernity/colonialism has offered. My work is dedicated to diverse learning environments that elicit the teachers' and students' potentials through personal and scholarly inquiry for the sake of the communities to which they will dedicate their professional lives.
In recent years I have been involved in interdisciplinary work with indigenous peoples as part of my practice of socially engaged spirituality. My theoretical work is an attempt to transgress the established boundaries of nature, culture, and gender, and to walk in the spaces between and across disciplinary territories exploring the transformative dimensions of current and traditional thought and practice. I received my education at the University of Hamburg in Germany and am the editor of the journal ReVision -- Journal of Consciousness and Transformation (revisionpublishing.org). My past positions include, Dean of Faculty and Vice President of Academic Affairs at Saybrook University in San Francisco; Academic Dean, program director of the Integral Studies Program and East-West Psychology Program; co-director of the PhD program for Traditional Knowledge at the California Institute of Integral Studies. I have (co)written several books and contributed extensively to journals, handbooks, readers, and more popular venues. Towards a Person-Centered Resolution of Intercultural Conflicts (1980) is the title of one of my books. After receiving my doctorate in clinical psychology at the University of Hamburg, Germany, and working for some years in private practice, I relocated to San Francisco to teach at Saybrook University. I have edited special ReVision issues on: Peace and Identity; Paradigmatic Challenges; Culture and Ways of Knowing; Indigenous Science; and Transformative Learning. Recently I have written about ethnoautobiography, dissociation, healing and cosmology, Ken Wilber, trance, the history of sense alienation in euro-centered cultures, my travels in Sapmi (Lappland), the bear in circumpolar stories, the obligations of a white man, ancestral conversations, and violence against indigenous peoples.
Elenita Fe M. Strobel(United States)
Elenita Fe M. StrobelUnited States
Leny Mendoza Strobel is Professor Emerita of American Multicultural Studies at Sonoma State University in Northern California. She is the author of Coming Full Circle: The Process of Decolonization Among Post-1965 Filipino Americans; editor of Babaylan: Filipinos and the Call of the Indigenous; co-editor (with S. Lily Mendoza) of Back from the Crocodile’s Belly: Philippine Babaylan Studies and the Struggle for Indigenous Memory. Her scholarly writing, creative writing, and other projects appear in academic journals and other media (ezines, webinars, podcasts).
She is a Founding Elder of the Center for Babaylan Studies, a nonprofit organization, dedicated to support and spearhead reconnection with the heritage and creativity of Filipino indigenous wisdom and spirituality in an age of globalization. She is also a sought-after mentor, consultant, and facilitator by organizations, graduate students, and community organizations about the process of decolonization and the recovery of the indigenous mind.
Currently, she is facilitating several small group cohorts of folks who are envisioning a “Ceremony of Apology and Forgiveness” to heal and repair historical trauma between settlers and indigenous peoples on Wappo, Southern Pomo, and Coast Miwok lands and beyond. This is under the guidance and support of Lakota elder, Basil Brave Heart.
She is also currently teaching and facilitating a large online group of diasporic Filipinos who are invested in the project of recovering Filipino
Valerie Ringland(United States)
Valerie RinglandUnited States
Dr. Valerie Cloud Clearer Schwan Ringland is a Frisian-Sumerian woman teaching within the Indigenous Science and Peace Studies program. Born on Shawnee land in the U.S., she now lives on Yuin land in Australia. Valerie integrates Indigenous Science throughout all of her work, which includes spiritual social work, research, writing, and community-building. She has a Ph.D. in social work, a J.D. in law, B.A. in mathematics, and certifications in mediation and restorative justice. Valerie has facilitated healing processes, engaged in social research, and advocated for changes in social policy and practice in Australia, the U.S., India, South Africa and Peru. Her Ph.D. focused on Indigenous science approaches to trauma healing, which included ceremonial healing and apprenticeships, ancestral healing, and Western scientific research. She has carried what she learned about trauma healing out of the academy and engages in gift economy knowledge-sharing through an organisation called Earth Ethos (www.earthethos.net).
Marcela Sabin(USA)
Marcela Sabin is a cultural practitioner and promotor of curanderismo and ancestral knowledge deeply committed to healing work based on indigenous traditions. Marcela has a BA degree in Psychology from University of Cordoba, Argentina, a BA in Expressive Movement, from Buenos Aires, and in U.S. she earned a Master’s degree in creation spirituality, with a concentration in Indigenous Mind. She was born in Argentina, her ancestors are Celt, Basque, Saxon and native people of South America, she migrated to Central America, feeling a deep call to help in the preservation of traditional healing practices. She lived in a Mayan community in Yucatan learning from women, midwives and elders, an experience which changed her life. Working with the National Indigenous Institute in Mexico, she developed local cultural projects to connect children with elders using art and storytelling. Since that time, she has dedicated her work to empowering the cultural identity of indigenous people of Mexico and other countries in Latin America, and sharing their wisdom with appreciative audiences in the U.S. Her experience as an immigrant in the U.S. guided her to work with diverse ethnic populations of low-income and immigrant families as a family and community advocate for their educational and mental health needs. Her work with the Maya communities in Mexico planted a seed of curiosity in her to search for her own ancestral indigenous roots and traditions. While in California she completed the Masters program in Indigenous Mind. Looking to pass on this healing experience to others outside the academic settings, she co-founded the nonprofit organization Circle of Ancestors, where she is now President, and has been part of the growing international movement of reclaiming ancestral traditions and healing for several years. Her calling in the U.S. has been focused on remembering and connecting seekers in community back to their ancestral knowledge, traditions and ancestral practices as a path to personal and collective healing. She has received training as Reiki practitioner level II, Emotional Freedom Technique, and learned with traditional healers the use of plants and natural elements for cleansings of aires. She considers herself a bridge, as her personal journey has been that of connecting the cultures and peoples of North, Central and South. Her own studies, travels, and experiences have led her trust in indigenous wisdom as a path to understanding the historical wounds of identity, connecting to ancestors through ceremony, and entering into the rituals of sacred fire as a healing power.
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3 |
3 weeks |
22-Apr-2024 10-May-2024 |
8:45am.-11:45am. |
Classroom #2 |
|
ISPE-6008 |
Interventions – Capstone Project Preparation
ISPE-6008-Interventions – Capstone Project Preparation3CreditsThis course, as the final course in the ISPS program, is focused on preparing a proposal for the final project. Students will individually and as a cohort critically examine the components of writing an academic proposal. Individually, students will prepare a proposal based on the requirements listed in the UPeace Graduation Requirements for an MA thesis, an internship, or a capstone project.
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Mandatory |
Lynette Anne Shultz(Canada)
Lynette Anne ShultzCanada
|
3 |
3 weeks |
13-May-2024 31-May-2024 |
8:45am.-11:45am. |
Classroom #2 |
|
UPM-6003 |
The United Nations System and...
UPM-6003-The United Nations System and UPMUNC (Part II)1CreditsThe UPEACE Model United Nations Conference (UPMUNC) is the second part of a composite three credit course that begins with the two-credit introductory course on the United Nations System, taught in the first semester. Through a simulation of UN bodies, committees, procedures, and codes of conduct, this immersive and experiential educational exercise encourages the application of knowledge gained in previous courses, including an understanding of the objectives and functions of the United Nations system, as well as the development of professional skills related to research, public speaking, negotiation, mediation of conflict, and the preparation of official documents.
Historically, the conference has been open to outside participants from colleges and universities both regionally and internationally, presenting additional possibilities for networking, dialogue, and educational exchange among all participants. UPMUNC is further enriched by special events, which typically include a panel of invited speakers, a diplomatic reception, an awards ceremony, and a closing celebration.
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Mandatory |
UPEACE Resident Faculty()
Mihir Kanade(India)
Dr. Mihir Kanade (India) is the Academic Coordinator of UPEACE, the Head of its Department of International Law, and the Director of the UPEACE Human Rights Centre. He is also the academic co-coordinator of the LLM programme in Transnational Crime and Justice offered jointly by UPEACE and UNICRI in Turin, Italy. He holds an LL.B. from Nagpur University (India) and a Master degree and Doctorate from UPEACE. He is an adjunct/visiting faculty at Universidad Alfonso X El Sabio (Spain), Cheikh Anta Diop University (Senegal), Universidad de Los Andes (Colombia) and Long Island University (United States). His principal area of academic research and study is International Law, Human Rights and Globalization, covering several themes within that interface including armed conflicts, trade and investment, sustainable development, forced migration, indigenous peoples’ rights, public health, amongst others. He currently serves as a member of the United Nations Human Rights Council's Expert Mechanism on the Right to Development in representation of the Asia-Pacific region. He also chairs the group of international experts mandated to elaborate the draft convention on the right to development. He has previously served on the International Advisory Board of the International Bar Association on the topic of Business and Human Rights. He leads an e-learning project of the Office of the UN High Commissioner for Human Rights on promoting the Right to Development. Prior to his pursuit in academia, Mihir practiced as a lawyer at the Bombay High Court and at the Supreme Court of India.
|
1 |
3 days |
03-Jun-2024 05-Jun-2024 |
8:45am.-3:45pm. |
Council Room |
