The last four years have exposed with undeniable clarity how easy it is to exploit the fault lines and fissures in our communities to divide us by ancestry, class, age, gender, sexual orientation, abilities, and political ideologies. In the coming years, we will need to find common ground to survive. It will take all of us to face the threats that affect us – diseases including COVID, technological disasters, and climate change.
All I can do in these times is to try to help family, friends, and students keep hope alive.
November 7, 2020 – Class Day
What I noticed this morning –
Instead of looking out of my upstairs window at the gardens below and then greeting the morning on my side porch as I do almost every day, I ran downstairs to turn on my computer so I could check the news about the election.
The past week has been a rollercoaster ride between two contrasting choices – dread, despair, and disappointment or cautiously hopeful optimism. I didn’t find a resolution to a polarized nation on news sites. What I did find, though, was helpful advice from horoscopes for the two astrological signs associated with the time of my birth – Pisces, an emotional water sign symbolized by two fish swimming in opposite directions, and Aquarius, an analytical air sign represented by the water-bearer. The horoscopes both offered what seems to be sage advice for all of us during challenging times.
“Your ability to arm yourself with knowledge and a calm demeanor will help you to shut down any chaos or negativity.” (Aquarius horoscope, 11/7/2020, Huffington Post)
“Your presence of mind and patience will help you out tremendously today.” (Pisces horoscope, 11/7/2020, Huffington Post)
In class, I chose to follow that advice. Rather than drone on and on about the differences between qualitative and quantitative research methodologies, I asked my colleague to join me to check-in with students to give them a chance to talk about how they were doing and find out from their perspective what we could do to help them.
What have you noticed about yourself in the learning process this semester?
What have you noticed about our learning community cohort this semester?
What did you learn about your ancestors’ struggles last year that offers ideas about how to survive during difficult times?
What story will your grandchildren tell about the way you came through these challenging times?
One of the final questions we asked was
“Why are you here?”
We added an observation.
“Showing up for four or five hours of classes via Zoom on a Saturday, especially on one of the last warm, sunny days we are likely to see for many months, is noteworthy. We’re grateful that you are all here.”
Students told us “connections matter.” That’s what helps them survive during these times.
Being there for family, students, colleagues, pets, and the gardens I planted takes almost all of my time and attention these days. Too soon, the snow will make that more challenging…
November 11, 2020
Still, I want to take this moment to say chi miigwetch (thank you) to all of the WordPress friends who have continued to bring so much beauty into my life.
I wish to begin with the humorous side of life in these times…
I spent much of yesterday harvesting, and this morning, after beginning to draft this reflection, I put some of my little tomatoes on a cookie sheet in the freezer. Then, I went out to water the little arbor vitae in my backyard, planning to water the gardens in my front yard next. (We’ve had very little rain here this year, making watering an essential part of gardening.) Instead, I decided to squirt my 14-year-old car in the back driveway while the hose was on to see if some of the dirt would come off. It’s been covered by nine-years of burning embers and soot from my neighbor’s bonfires.
Despite trying to scrub the dirt off by hand-washing my car every year in the past, the soot and burn scars remained. I finally gave up earlier this year and just started taking my car to an automated car wash. The process never really cleaned the car, but at least it was coated with multiple layers of a protective wax cover. Today, though, I decided to test out whether some of the soot would come off if I just rubbed it with a paper towel when it was wet. Lo and behold, much of it came off. It took me several hours to finish. Then, it was time to walk Pinto.
Where does the time go? Soon it will be Pinto’s supper time (my little papillon-chihuahua dog) which requires my presence in order for him to eat, and lately, to be prepared to hand-feed him if necessary. Then, it’s Queenie’s movie time (my parakeet), a computer-based endeavor. While Queenie’s busy, I will have time to wash the chard I harvested yesterday. I think I’ve figured out a way to do it safely.
When I looked at the afternoon sun in the sky today, here in northeast Minnesota more than a thousand miles from Oregon, California, and Washington state, it was clear how connected we all are despite geological distances.
September 20, 2020
The courses I’m teaching this semester began on Saturday, September 12 – research and community practice. Preparing has meant significant adjustments to respond to a world that has changed drastically since the cohort of students began their studies several years ago. Many are the first generation in their families to attend college. Yet most were able to successfully shift to completely online classes mid-semester in the spring. This year, the courses for our hybrid satellite program are all online. Our bi-weekly classes that were once face-to-face will meet via Zoom.
This semester, I’m also co-teaching community practice with a dear friend and colleague. My colleague and I decided to focus on one issue – the connection between access to safe water and community health, the focus of my research class as well.
The community where we live is located on the southwest shore of Lake Superior, one the five interconnected freshwater Great Lakes of North America that comprise part of the border between the United States and Canada.
“The Great Lakes—Michigan, Superior, Huron, Erie, and Ontario—form the largest-surface freshwater system in the world, together holding nearly one-fifth of the Earth’s surface freshwater” (The National Wildlife Foundation).
My colleague and I met during the summer to discuss how and what to teach students so they will be able to work with communities in a future world we can’t even imagine. What will they need to know to weather the challenges they will face? What knowledge and tools will provide a foundation for them so they can help their families and communities come together to adjust to ever changing difficulties and possibilities?
During these days of “social distancing,” it is becoming ever more obvious that many people are no longer willing to reach out to bridge differences with others. Polarities divide us in these times. Yet addressing the serious issues we are facing now will require all of us to understand and respect others despite differences, to care enough about the future of our world to be able to put differences aside so we can work together. Those who engage in community practice need the skills to bring people together for productive dialogue to explore possibilities for finding common ground.
I shared an experience with my colleague that I had as a participant/observer of a polarized community exchange, described in an older post, “Alternative Futures – Who Chooses?. Six years ago, I attended a public hearing designed to give community members a chance to voice their views of a proposed expansion of the amount of tar sands oil that could be pumped in a pipeline along the southern shore of the Great Lakes. Looking at the issue from a purely logical perspective, it’s a very bad idea. Tar sands oil is laden with toxic chemicals and the corporation that owns the pipeline has a troubled safety record. The location already threatens the safety and quality of the Great Lakes.
“… important perspectives were voiced to support and oppose the proposal.
“I listened, observed, and took notes. Today, I am trying to sort out my overall insights. First, I need to reflect on the opening remarks of the administrative judge. He explained that the meeting room was set up with a table for speakers so everyone could speak to each other as neighbors and community members. I’m not sure that happened. Half of the audience would applaud after those in support of Enbridge spoke (the woman seated next to me was among them), and the other half would applaud for those who presented their opposition (I was among that half). Although many spoke with passion, their words did not touch my heart because I didn’t sense their hearts in their words. Perhaps it was fear of speaking in public, but even fear is ego-motivated. Only one woman had the presence of mind to stand and face the audience as she testified, with her back to those at the front tables. Her words came the closest to touching others who expressed differing views.
“As I reflect on the perspectives of those who spoke in support of expansion, I realize that no one offered viable alternatives to meet their legitimate economic concerns. They need Enbridge to support their families. Do we have viable alternative energy businesses to absorb businesses and workers reliant on old oil technologies? Do we have universities and technical colleges that can help them retool? Their support for the continuation and expansion of our reliance on old technology is understandable, but no one in the room who opposed expansion acknowledged this, so the room remained divided. It seemed as though the supporters of expansion were forced into a position of denying climate change to defend a perspective that was characterized as ignorant and self-interested. Opponents could leave and feel self-righteous and blame their failure to reach others’ hearts because the others were ignorant and self-interested, not really a part of our community…
“This is the challenge of being between cultures – the need to understand different perspectives from an empathetic middle. It doesn’t answer the larger questions of what I can do, but I can begin to explore ways to address legitimate concerns and bridge cultural divides.”
My colleague and I discussed how we might help students develop the skills they would need to create environments where community members could explore common ground around polarizing issues and developed the following assignment.
Given that we cannot meet in person to undertake the work that lies ahead, we are organizing three dialogue groups of students that will provide opportunities to learn and practice dialogue and group skills that are foundational to effective and respectful community practice.
Each of the three groups will focus on different community values and beliefs associated with water and healthy community that are present in Northern MN, and will embark on the community assessment process from that general lens. Each member will be asked to understand the mindset and values of those who fit into one of the following three perspectives:
i. Profit from the water or land adjoining waterways ii. People in tribal communities who depend on water iii. Preservation of the Natural Environment as a primary consideration
Groups will then use that lens to assess a specific community. We are hoping that the group assignments will be made by consensus in our next class meeting.
The expectations for each student are that best efforts are made to negotiate and dedicate time in the weeks ahead to connect and engage with the respective dialogue group in the community assessment process. As a group you will be given assignments and introduced to tools for planning and carrying out how each will gather and contribute information needed for the assessment. Together you will be sharing and analyzing the individual discoveries and reflecting on the implications for communities from the particular ideological vantage point of the group’s assigned perspective. The group dialogues and collaborative work should support the collective and individual learning and development, and contribute to information each person can draw from in the final Community Assessment Report.
The final challenge will be for each of the groups to present what they learned about a local water issue and themselves when they looked through the lens of “Profit, People, or Preservation.” Understanding how others see the world and why is essential for building inclusive communities. My colleague and I hope the discussion that results will reflect suggestions for how we can better bridge “cultures” in more effective, respectful ways to establish inclusive partnerships on firm common ground.
Water issues connect us all and are in the news almost every day – too much water due to hurricanes and deluges, too little resulting in catastrophic fires, and too unsafe to drink or swim in due to undeveloped or aging infrastructures and widespread pollution. Without water, all life as we know it will cease.
But I can work with others to raise awareness by writing and teaching, not only about the issue, but also about the need to find ways to promote bridge-building among groups with strongly held values that get in the way of understanding and inclusive collaboration on solutions.
Ever sensitive to the metaphors nature provides, I was able to catch the wonder of an evening sunset.
September 22, 2020
The sun will rise again tomorrow, of this I’m sure. I’m also certain that the world it greets in the morning will have changed yet again in ways I could not have imagined when I witnessed this wonder. Hopefully the things I have learned will provide the foundation I will need to work in partnership with my family, colleagues, students, and friends to continue working toward a day when the sun will rise on a verdant, peaceful planet where all life is respected and nurtured for the irreplaceable and invaluable wonders all represent.
Greeting the morning Gazing at the falling snow as it thickens the blanket of white already covering the earth The only sounds a whisper of distant traffic the shrill cries of returning seagulls and the sharp yelps of a little dog out for a morning trot pulling its owner along Grateful for the chance to witness fleeting moments of ordinary life and beauty
The past week has been a rollercoaster ride. But today, I can breathe deeply. Perhaps what ails me these days has simply been asthma triggered by allergies to toxic air and an extraordinary amount of snow mold exposed by unseasonably warmer weather, and my raking, for the past month.
The toxic exhaust from the factories to the east has ceased for a time. Maybe it’s because the wind isn’t blowing from the east at the moment. Maybe it’s because it’s Sunday. Or maybe it’s because the factories are temporarily shuttered. The downside of factory closures, though, is the fact that cleaner air comes with a cost in a country that imposes increasingly fewer environmental and health safeguards on industries. Many people have suddenly lost jobs they need to support families, and the supply of stuff we take for granted, like toilet paper, is interrupted. The present context does offer us a powerful opportunity to figure out how to adjust what we produce and how we produce it, mindful of the effects on health and the environment.
There are other outcomes to the changes we’ve been facing that can have positive outcomes as well. Technology, with the help of a colleague, enabled me to meet with my class. We didn’t all have to drive separately to a central meeting site. We were able to connect from our homes in a meaningful way and still have a very productive dialogue despite our collective inability to use technology well yet.
My goals for the class were simple. I began as we usually begin class, although this time it was via zoom.
“What did you notice today?”
I wanted to provide a safe space for them to talk about how their lives and ability to complete their studies have been affected by COVID – 19. I also wanted to provide an opportunity for them to help me adjust the course workload and assignments so they could realistically learn what they need to know despite the new challenges they are facing – fear, uncertainty, isolation, grief, lost jobs, new responsibilities at work to cover for other staff who were laid off, arranging childcare for children who were no longer in school, etc. Despite tears in the eyes of many, we had thoughtful, productive discussions. Class ended by the students suggesting that they connect online to help each other, not only with classes, but also with other things as well.
“One of the most important steps you can take to help calm the storm is to not allow yourself to be taken in a flurry of overwrought emotion or despair – thereby accidentally contributing to the swale and the swirl. Ours is not the task of fixing the entire world all at once, but of stretching out to mend the part of the world that is within our reach.
“Any small, calm thing that one soul can do to help another soul, to assist some portion of this poor suffering world, will help immensely.
“…One of the most calming and powerful actions you can do to intervene in a stormy world is to stand up and show your soul… Struggling souls catch light from other souls who are fully lit and willing to show it. If you would help to calm the tumult, this is one of the strongest things you can do.”
This week, I also noticed other hopeful signs. I have always believed that education should be accessible to all. I just learned about two new resources:
1. Open Access to all C-SPAN Classroom Resources “With many classes moving to online formats, we have removed the log-in and password requirements for all of our lesson plans and bell ringers on the C-SPAN Classroom website. You and your students are now able to access any resource on the site, including those that were previously behind the login wall. With this new option, you can share direct links to those resources via email, social media or within your content management systems.” Link: https://www.c-span.org/classroom/
2. “Revisioning Our World: Seeing What Works, Broadening Our View, Seeking Innovative Alternatives” is now free “ Given the current state of affairs related to COVID-19, to ensure the safety of all, we have decided to change the modality of delivery of our annual conference. We are fortunate that our Keynote and Plenary speakers as well as many of our session presenters have agreed to record their presentations and make them public. “Rates for the conference have changed and the only fee will be for those who want CEUs, which will cost $50. You can register through link listed under our Registration tab.” Link: https://blogs.millersville.edu/learninginstitute/
Sending my best wishes to all…
Clarissa Pinkola Estés (2001, 2016). Do Not Lose Heart, We Were Made for These Times. Available from depth psychology.net
… I was working as the deputy director of health and human services for an inter-tribal agency. It was not an easy job for many reasons, primarily because of the enduring legacy of colonialism that continued to impose dominant cultural paradigms on tribal communities and use divide and conquer tactics to foment conflicts between “traditional” and “progressive” tribal factions. Resolving conflict was a central part of my job, and it often put me in the middle of powerful competing interests. At a particularly challenging time, I needed to travel with one of my staff to a conference on worldwide healing for Indigenous people held in Edmonton, Alberta. The conference helped me realize I was not alone. Rediscovering the candle on my bookcase reminded me of the conference’s closing ceremony.
More than one thousand of us, representing many cultures and nations, stood in a circle within a large auditorium holding hands. Then, one elder walked to the center. She explained that the closing ceremony was intended to remind us that we were not alone. Because we were in a government building, we couldn’t use candles (fire ordinances prevented it), so flashlights would have to do. And then, the lights in the room went out as her flashlight went on in the center of the circle. She signaled to the four directions, highlighting one person from each of the four directions to walk to the center – first the east, then the south, the west, and the north. The representatives were all given a flashlight. As they touched their darkened lights to the elders “candle,” their flashlights were turned on. They were instructed to carry their light to the four directions and light other candles in their part of the circle. The elder explained that it would not be easy to keep the candle fires burning, but if the light went out, people could always return to the center to light them once again…
The rain I asked for hasn’t come yet but perhaps it will if I keep my focus on weaving life and light into the course despite the technological challenges I will most likely encounter …
I woke up this morning. Late, of course, when defined by daylight savings time. Sunlight was streaming through the eastern window. But when I awoke, a gentle but stunning realization dawned as a simple question ran through my mind.
“What happens if you put good people in an evil place?”
Although I made many mistakes in my journey, strength came from the ancestors who sometimes appeared to me and the wise beings who visited me in dreams. They taught me that compassion comes from forgiving one’s self as a necessary foundation for forgoing the need to demonize others for the choices they make.
“Mistakes are, after all, the foundations of truth, and if a man does not know what a thing is, it is at least an increase in knowledge if he knows what it is not.”
I look at the state of the world today and know that I am just one unimportant person among billions. There is little I can do to affect change in the systems that harm others. That’s a choice only each individual must make for themselves. It’s a choice that one makes each moment.
I am inspired by the choices Diane Lefer recently shared on her blog, Nobody Wakes Up Pretty, about those who are working to address the egregious harm being done along the border with Mexico in the name of “Making America Great Again.” Diane’s work reminds me of something written more than a century ago by Jane Addams when she and the women of Hull-House in Chicago lived among newly arrived immigrants in the poorest of city neighborhoods.
“. . . the good we secure for ourselves is precarious and uncertain, is floating in mid-air, until it is secured for all of us and incorporated into our common life” (Jane Addams, 1961, p. 76).
May we all continue to make wise, compassionate choices to use whatever gifts we have to build a kinder world.
Jane Addams (1961). Twenty Years at Hull-House. New York, NY: Signet Classics.
Note: This semester, teaching has helped me realize something I learned from many past teachers in my life. The importance of mercy. In times when I was lost, they reached out to help me find my strengths and beauty. I have often automatically done likewise with colleagues, staff and students in my own career. Now it’s something I do deliberately because I feel it is even more important to be merciful in mean-spirited, oppressive times such as these.
(1) Annette S. Lee, William Wilson, Jeffrey Tibbetts, and Carl Gawboy (2014), Ojibwe Sky Star Map Constellation Guide: An Introduction to Ojibwe Star Knowledge. North Rocks, CA: Lightning Source: Ingram Spark.
(2) Basil Johnston (1990), Ojibway Heritage. Lincoln, NE: University of Nebraska Press, p. 93.