• Lecture d’un extrait du livre « Sœur(s) » de Philippe Aigrain

    http://liminaire.fr/radio-marelle/article/soeur-s-de-philipe-aigrain

    Philippe Aigrain s’est fait connaître par ses ouvrages et ses prises de position sur la défense des libertés, des communs culturels, du domaine public, du partage à l’heure du numérique et pour sa poésie. Avec ce premier roman, il mêle plusieurs voix qui se croisent dans un univers labyrinthique. (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Amour #En_lisant_en_écrivant, #Mémoire, #Corps, #Podcast, (...)

    http://liminaire.fr/IMG/mp4/en_lisant_soeur_s_philippe_aigrain.mp4

    https://www.publie.net/livre/soeurs-philippe-aigrain

  • Lecture d’un extrait du livre « Noire substance » de Séverine Daucourt

    http://www.liminaire.fr/radio-marelle/article/noire-substance-de-severine-daucourt

    Le livre aborde, avec une grande force d’écriture, de manière objective et sans complaisance, la maladie de Parkinson et la dégénérescence qu’elle produit, plus exactement sur le regard que porte une jeune femme sur le déclin de son père atteint de cette maladie, son rapport au corps, à la douleur, au temps qui passe. (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Amour #En_lisant_en_écrivant, #Mémoire, #Corps, #Podcast, (...)

    http://www.liminaire.fr/IMG/mp4/en_lisant_noire_substance_se_verine_daucourt.mp4

    https://www.editions-lanskine.fr/livre/noire-substance

  • #Algériennes

    La guerre d’Algérie, cette guerre qui n’était pas nommée comme telle, est un événement traumatisant des deux côtés de la Méditerranée. Ce récit raconte la
    guerre des femmes dans la grande guerre des hommes...
    Béatrice 50 ans, découvre qu’elle est une « enfant d’appelé » et comprend
    qu’elle a hérité d’un tabou inconsciemment enfoui : elle interroge sa mère et son père, ancien soldat français en Algérie, brisant un silence de cinquante ans. Elle se met alors en quête de ce passé au travers d’histoires de femmes pendant la guerre d’Algérie : Moudjahidates résistantes, Algériennes victimes d’attentat, Françaises pieds noirs ou à la métropole... Ces histoires, toutes issues de témoignages avérés, s’entrecroisent et se répondent. Elles nous présentent des femmes de tout horizon, portées par des sentiments variés : perte d’un proche, entraide, exil, amour…

    https://www.marabout.com/algeriennes-1954-1962-9782501121002
    #BD #bande_dessinée #livre

    #guerre_d'Algérie #appelés #Algérie #France #armée_française #tabou #silence #maquis #Harki #massacre #meurtres #FLN #camps #entraide #Bourg-Lastic #femmes #Cimade #La_Cimade #honte #rapatriés #mémoire #résistance #liberté #indépendance #napalm #viols #viols_collectifs #mujahidin #douars #guerre_de_la_mémoire #fellaga #genre #patriarcat #commandos_punitifs #pillages #pieds-noirs #organisation_clandestine_des_Français_contre_l'indépendance (#OAS)

  • Lecture d’un extrait du livre « Requiem pour la jeune amie » de Gilles Leroy

    http://www.liminaire.fr/radio-marelle/article/requiem-pour-la-jeune-amie-de-gilles-leroy

    Plus de trente ans après la disparition violente d’une amie, le souvenir profondément enfoui de la jeune femme ressurgit. Par bribes, le narrateur reconstitue leur histoire, leur coup de foudre amical. Ce roman dessine le portrait sensible de cette jeune femme libre et met en scène leur amitié remarquable. ». (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Amour #En_lisant_en_écrivant, #Mémoire, #Corps, #Podcast, (...)

    http://liminaire.fr/IMG/mp4/en_lisant_requiem_pour_la_jeune_amie_gilles_leroy.mp4

    http://www.gallimard.fr/Catalogue/MERCURE-DE-FRANCE/Bleue/Requiem-pour-la-jeune-amie

  • Lecture d’un extrait du livre « Le neveu d’Anchise » de Maryline Desbiolles

    http://liminaire.fr/radio-marelle/article/le-neveu-d-anchise-de-maryline-desbiolles

    Aubin garde un souvenir mémorable et douloureux de son Grand Oncle, Anchise, un soir d’orage où les abeilles de son rucher avaient attaqué sa mère et lui. Le jeune homme s’échappe quelques heures du purgatoire familial et part se dépenser à grandes foulées. Il se réfugie sur les hauteurs du village où se situait l’ancienne maison d’Anchise deux décennies plus tôt, avant que le vieil apiculteur ne « s’immole dans sa voiture ». (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Nature, #Nice #Amour #En_lisant_en_écrivant, #Mémoire, #Corps, #Podcast, #Paysage, (...)

    http://liminaire.fr/IMG/mp4/en_lisant_le_neveu_d_anchise_maryline_desbiolles.mp4

    https://www.seuil.com/ouvrage/le-neveu-d-anchise-maryline-desbiolles/9782021465174

  • Mémoires de l’esclavage : « L’histoire enseignée doit prendre en compte la complexité et la variété des héritages »

    Il y a vingt ans, le Parlement votait la loi dite Taubira dont l’article 2 stipule que « les programmes scolaires et les programmes de recherche en histoire et en sciences humaines accorderont à la traite négrière et à l’esclavage la place conséquente qu’ils méritent ». Si l’enseignement des traites, des esclavages et de leurs abolitions n’est pas une complète nouveauté, ces questions sont entrées explicitement dans les programmes de l’école élémentaire en 2002, et la journée du 10 mai est consacrée à cette histoire.

    https://entreleslignesentrelesmots.blog/2021/05/28/memoires-de-lesclavage-lhistoire-enseignee-doit-prendre

    #histoire #mémoire #esclavage

  • Triptyque au pavot #3
    [archives - #zad #NDdL - 26 mai 2018]
    https://www.flickr.com/photos/valkphotos/51205313913

    Flickr

    ValK. a posté une photo :

    Carrefour de la Saulce, Zone a Defendre de Notre-Dame-des-Landes, le 26 mai 2018.
    .
    site de la zad : https://zad.nadir.org
    toutes les archives du suivi des opérations militaires du 6 avril au 26 mai 2018 en fin d’article ici : https://web.archive.org/web/20210408230804/https://nantes.indymedia.org/articles/41573
    .
    ¡ Notre-Dame-des-Luttes : https://vu.fr/valk_zadNDDL
    .
    ¤ autres photos : vu.fr/valkphotos
    ¿ infos audios : frama.link/karacole
    ☆ oripeaux : frama.link/kolavalk
    ◇ rdv locaux : 44.demosphere.net
    ○ réseaux : twitter.com/valkphotos
    ♤ me soutenir : liberapay.com/ValK
    .
    #archive #diellour #archives #archivo #memoire #memory #memoria #photo #documentary #photodocumentary #zad #zoneadefendre #taz #NDdL #NotreDamedesLandes #armes #grenades #dechets #tente #nettoyage #pavot #poppy #amapola #guerre #brezel #war

  • [archives - #zad #NDdL - 26 mai 2018]
    Triptyque au pavot #2
    https://www.flickr.com/photos/valkphotos/51206157415

    Flickr

    ValK. a posté une photo :

    Jardin des Vraies Rouges, Zone a Defendre de Notre-Dame-des-Landes, le 26 mai 2018.
    .
    site de la zad : https://zad.nadir.org
    toutes les archives du suivi des opérations militaires du 6 avril au 26 mai 2018 en fin d’article ici : https://web.archive.org/web/20210408230804/https://nantes.indymedia.org/articles/41573
    .
    ¡ Notre-Dame-des-Luttes : https://vu.fr/valk_zadNDDL
    .
    ¤ autres photos : vu.fr/valkphotos
    ¿ infos audios : frama.link/karacole
    ☆ oripeaux : frama.link/kolavalk
    ◇ rdv locaux : 44.demosphere.net
    ○ réseaux : twitter.com/valkphotos
    ♤ me soutenir : liberapay.com/ValK
    .
    #archive #diellour #archives #archivo #memoire #memory #memoria #photo #documentary #photodocumentary #zad #zoneadefendre #taz #NDdL #NotreDamedesLandes #pavot #poppy #amapola #guerre #brezel #war

  • [archives - #zad #NDdL - 26 mai 2018]
    Triptyque au pavot #1
    https://www.flickr.com/photos/valkphotos/51205837019

    Flickr

    ValK. a posté une photo :

    Les Vraies Rouges, Zone a Defendre de Notre-Dame-des-Landes, le 26 mai 2018.
    .
    site de la zad : https://zad.nadir.org
    toutes les archives du suivi des opérations militaires du 6 avril au 26 mai 2018 en fin d’article ici : https://web.archive.org/web/20210408230804/https://nantes.indymedia.org/articles/41573
    .
    ¡ Notre-Dame-des-Luttes : https://vu.fr/valk_zadNDDL
    .
    ¤ autres photos : vu.fr/valkphotos
    ¿ infos audios : frama.link/karacole
    ☆ oripeaux : frama.link/kolavalk
    ◇ rdv locaux : 44.demosphere.net
    ○ réseaux : twitter.com/valkphotos
    ♤ me soutenir : liberapay.com/ValK
    .
    #archive #diellour #archives #archivo #memoire #memory #memoria #photo #documentary #photodocumentary #zad #zoneadefendre #taz #NDdL #NotreDamedesLandes #cabane #cabin #logcabin #cabana #pavot #poppy #amapola #guerre #brezel #war

  • [archives - #zad #NDdL -26 mai 2018] Des masques pour se protéger. Des masques pour riposter. Des masques pour se défendre.
    https://www.flickr.com/photos/valkphotos/51204379623

    Flickr

    ValK. a posté une photo :

    Zone a Defendre de Notre-Dame-des-Landes, le 26 mai 2018.
    .
    ¡ Notre-Dame-des-Luttes : https://vu.fr/valk_zadNDDL
    .
    ¤ autres photos : vu.fr/valkphotos
    ¿ infos audios : frama.link/karacole
    ☆ oripeaux : frama.link/kolavalk
    ◇ rdv locaux : 44.demosphere.net
    ○ réseaux : twitter.com/valkphotos
    ♤ me soutenir : liberapay.com/ValK
    .
    #archive #diellour #archives #archivo #memoire #memory #memoria #photo #documentary #photodocumentary #zad #zoneadefendre #taz #NDdL #NotreDamedesLandes #masque #mask #mascara #raquette #racket #raqueta #jouet #toy #juguete #guerre #brezel #war (...)

  • More than just a statue: why removing Rhodes matters

    In the context of a worldwide movement against race hate, Oriel College’s position makes no sense

    Anger is a potent, if volatile, political force. It can be channelled toward many ends. It’s often dismissed as counterproductive, but Audre Lorde, the African American writer and civil rights activist, reminds us that anger can be a powerful source of energy. It can serve progress and change, it can be liberating and clarifying.

    I remember so viscerally my own anger this time last year as I screamed Black Lives Matter in the aftermath of George Floyd’s murder. And I was not alone. The world witnessed a prolonged outpouring of rage. Global protests with emotionally charged testimonies and determined calls for justice abounded. These protests soon extended beyond the immediate circumstances of Floyd’s death at the knee of Derek Chauvin to challenging an array of institutions that are built on or propagate anti-Black racism. Anger had made it abundantly clear that, despite all the promises of liberal democracy, western society still has a problem with race.

    At first the message appeared to be getting across. If we were to believe the black squares on Instagram, or the spike in sales of anti-racism books, or the spread of a new mantra among white people (“I need to educate myself”), then change of some kind was afoot.

    In Oxford, the Black Lives Matter protests folded into the anti-colonial activism of Rhodes Must Fall. This is not surprising. Colonialism and racism are entwined like the strands of a double helix. In modern Britain, colonialism has transcended its historical epoch. It exists in the present as a kind of nostalgia for the country’s hegemony on the world stage, while fuelling nationalism, buttressing white supremacy and generating anxieties about immigration and cultural change. The statue of Cecil John Rhodes at Oriel College in Oxford perfectly distils this imperial nostalgia into a concrete object.

    The charge sheet against Rhodes is well documented. Rhodes’s imperial philosophy was unabashedly supremacist, and he detested Africans (“If the whites maintain their position as the supreme race, the day may come when we shall be thankful that we have the natives with us in their proper position”). At the end of the 19th century, Rhodes invaded the Ndebele kingdom in what is now Zimbabwe. His British South Africa Company mowed down soldiers, women and children with Maxim guns; it looted cattle and destroyed grain stores and crops, leaving the local population destitute; and it went on to establish the apartheid state of Rhodesia. Rhodes was often present while these atrocities were taking place, and he was involved in strategic discussions about the wars he waged against Black people in southern Africa.

    I have been part of the campaign to take down the statue of Rhodes at Oxford since 2015. In the last six years, I have seen the history of Rhodes – and indeed colonialism – sanitised, ignored, denied and distorted by critics of the campaign. Some claim that Rhodes was not a racist, others who know little of Africa have the gall to accuse people like me of erasing history. George Orwell was right when he wrote: “It is quite true that the English are hypocritical about their Empire.”

    In response to the anti-racism protests last June, Oriel College’s governing body expressed its desire to remove the statue of Rhodes subject to review by an independent commission composed of academics, city councillors, Oriel alumni, university administrators and journalists. This was the second time the college had made such a pledge. In 2016, the college had stated that it would launch a six-month “listening exercise” on the Rhodes statue, only to renege on this commitment within six weeks because it feared losing donor gifts from the college’s old boys’ network.

    I wanted to believe that the independent commission would be taken seriously this time round. The commissioners worked hard. They gathered evidence and testimonies from a wide range of perspectives for nearly a year before producing a detailed, heavily footnoted report. Ultimately, they recommended the removal of the statue and offered several other suggestions for advancing academic and public understanding of the Rhodes legacy.

    On 20 May, Oriel College finally announced its decision: it would retain the statue despite the apparent wishes of the college’s governing body and the recommendations of the independent commission. Why? The college’s website states that the governing body has “carefully considered the regulatory and financial challenges, including the expected time frame for removal, which could run into years with no certainty of outcome, together with the total cost of removal”. Like dowdy clothing, such statements conceal more than they reveal. What are these regulatory and financial challenges exactly? What is meant by “no certainty of outcome”? Even Oxford City Council was baffled.

    The statement goes on to say that “instead” of taking down the statue, the governing body will focus on contextualising Rhodes’s relationship to the college and “improving educational equality, diversity, and inclusion”. The word “instead” is doing a lot of work here: it is dissipating the core demand of the protests into an array of tiny initiatives that the college should be taking anyway. As educators, I think part of our professional mandate is to constantly improve equality, diversity and inclusion among students and colleagues. Oriel deserves no special credit for committing to this.

    Taking down the Rhodes statue might seem symbolic, but it actually represents real change. At the very least, it would demonstrate that the university is not only beholden to a group of wealthy alumni and political patrons. The education secretary, Gavin Williamson, lauded Oriel’s decision as “sensible”. More generally, arguments over statues are always about the present and not the past. They are about which aspects of our cultural heritage we choose to honour in public space and why. They are about what values we wish to promote and who has a voice in these matters.

    There is another salient lesson here. Public outrage can mobilise impassioned calls for change like an all-consuming fire, but this is difficult to sustain. Anger is potent but it is exhausting. When the temperature cools down, when energy is depleted, those opposed to change can extinguish the urgency of anti-racism agendas using bureaucracy, platitudes and obfuscation.

    Still, I don’t think the story will end here. The anger that was activated last summer has shifted the public conversation about race and colonialism. If history has taught us anything, it’s that social change is often slow and difficult. It rarely unfolds through absolute victories but through partial gains and subtle shifts in collective consciousness. It’s a matter of time before anger erupts again. The question of how that anger will ultimately be used is an open one.

    https://www.theguardian.com/commentisfree/2021/may/24/oriel-college-rhodes-statue-anti-racist-anger

    #statute #commémoration #mémoire #toponymie_politique #rage #Rhodes_Must_Fall #colonialisme #colonisation #Cecil_John_Rhodes #Oxford #Oriel_College #université

    ping @cede

  • Lecture d’un extrait du livre « Zoner » de Bernard Chambaz

    http://liminaire.fr/radio-marelle/article/zoner-de-bernard-chambaz

    L’auteur fait plusieurs fois le tour des boulevards des maréchaux dans le sens contraire des aiguilles d’une montre, parcourant cette ceinture parisienne aujourd’hui doublée par le périphérique. Il remonte ces boulevards le long des immeubles bâtis au siècle précédent. Son lent cheminement lui permet « d’avancer par retouches et reprises, au gré de ce ravaudage à quoi ressemble un peu – tout compte fait – ce qu’on nomme la littérature ». (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Voix, #Foot, #En_lisanten_écrivant, #Mémoire, #Corps, #Podcast, #Folie, #Internement, (...)

    http://liminaire.fr/IMG/mp4/en_lisant_zoner_bernard_chambaz.mp4

    https://editions.flammarion.com/zoner/9782081517707

  • Lecture d’un extrait du livre « À la folie » de Joy Sorman

    http://liminaire.fr/radio-marelle/article/a-la-folie-de-joy-sorman

    Joy Sorman s’est rendue une fois par semaine, pendant un an, en observatrice, dans une unité psychiatrique. Ce récit documentaire en immersion, entre enquête et roman, restitue dans une approche directe différents témoignages de cadres de santé, infirmiers, intermédiaires, médecins, et de patients rencontrés lors de ses visites : schizophrènes, paranoïaques, bipolaires. (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Voix, #Foot, #En_lisanten_écrivant, #Mémoire, #Corps, #Podcast, #Folie, #Internement, (...)

    http://liminaire.fr/IMG/mp4/en_lisant_a_la_folie_joy_sorman.mp4

    https://editions.flammarion.com/a-la-folie/9782080235336

  • Webinaire 42 / À l’épreuve des murs : géographies de la sécurisation au Caire

    Durant la révolution​ égyptienne​, la lutte pour l’occupation des espaces urbains a été un enjeu majeur aussi bien pour les contestataires révolutionnaires que pour les forces de l’ordre et le régime autoritaire. À partir de 2013, ce dernier a renforcé la #répression des opposants politiques et la #sécurisation​ des rues du Caire​ à travers un dispositif législatif et matériel composé d’#infrastructures_militaires (murs, #checkpoints, etc.), mais également de #politiques_sécuritaires et d’aménagements urbains. Dans ce webinaire, #Laura_Monfleur, analysera comment ces dispositifs sécuritaires remettent en cause la dimension politique des espaces urbains, effaçant en même temps la #mémoire révolutionnaire dans le centre-ville cairote.

    https://www.youtube.com/watch?v=_h8Ty92hDb8


    #conférence #murs #Caire #Le_Caire #Egypte #géographie_urbaine #urbanisme #murs_intra-urbains #frontières #révolution #printemps_arabes #printemps_arabe #séparation #sécurisation #répression #ligne_de_front #front #espace_public #partition #fortification #espace #zone-tampon #risques #barbelés #militarisation #art_et_politique #appropriation #portes

    Une #carte :


    #cartographie #visualisation

    Quelques captures d’écran tirées de la conférence :

    Des #graffitis :


    #street-art #art_de_rue #trompe_l'oeil #fresques

    Lors de la #parade_des_momies :


    –-> #Parade_dorée_des_Pharaons :

    https://fr.wikipedia.org/wiki/Parade_dor%C3%A9e_des_Pharaons

    @cede :

    Dans ce webinaire, #Laura_Monfleur, analysera comment ces dispositifs sécuritaires remettent en cause la dimension politique des espaces urbains, effaçant en même temps la #mémoire révolutionnaire dans le centre-ville cairote

    #traces #invisibilisation #in/visibilité

    • ‪À l’épreuve des murs. Sécurisation et pratiques politiques dans le centre-ville du Caire postrévolutionnaire (2014-2015)‪

      La révolution égyptienne de 2011 s’est caractérisée par une lutte pour l’appropriation de l’espace public. Elle a été analysée comme une démocratie en actes où les révolutionnaires se sont réappropriés par leurs pratiques et leurs stratégies un espace trop longtemps sécurisé par le gouvernement de Moubarak. Cet article vise à étudier en contre-point les stratégies territoriales de l’État pour le contrôle des espaces publics depuis 2011 et en particulier depuis 2013 avec le renforcement de la répression envers les Frères musulmans et l’arrivée au pouvoir des militaires. Ces stratégies sont mises en évidence dans le cas du centre-ville, épicentre de la révolution mais aussi de la représentation et de l’exercice du pouvoir politique. Elles se caractérisent par des pratiques de cantonnement des manifestations et par l’instauration de barrières et de checkpoints dans le centre-ville du Caire, constituant un véritable dispositif territorialisé et planifié de contrôle des rassemblements publics et des revendications politiques. Cet article vise donc également à analyser les conséquences de ce contrôle sur les pratiques politiques des opposants au régime à l’échelle locale du centre-ville du Caire à travers la restitution d’observations et d’entretiens menés entre 2014 et 2015.

      https://www.cairn.info/revue-egypte-monde-arabe-2017-2-page-39.htm?contenu=resume

    • Trigger Warnings | Centre for Teaching Excellence

      A trigger warning is a statement made prior to sharing potentially disturbing content. That content might include graphic references to topics such as #sexual_abuse, #self-harm, #violence, #eating_disorders, and so on, and can take the form of an #image, #video_clip, #audio_clip, or piece of #text. In an #academic_context, the #instructor delivers these messages in order to allow students to prepare emotionally for the content or to decide to forgo interacting with the content.

      Proponents of trigger warnings contend that certain course content can impact the #wellbeing and #academic_performance of students who have experienced corresponding #traumas in their own lives. Such students might not yet be ready to confront a personal #trauma in an academic context. They choose to #avoid it now so that they can deal with it more effectively at a later date – perhaps after they have set up necessary #resources, #supports, or #counselling. Other students might indeed be ready to #confront a personal trauma in an academic context but will benefit from a #forewarning of certain topics so that they can brace themselves prior to (for example) participating in a #classroom discussion about it. Considered from this perspective, trigger warnings give students increased #autonomy over their learning, and are an affirmation that the instructor #cares about their wellbeing.

      However, not everyone agrees that trigger warnings are #necessary or #helpful. For example, some fear that trigger warnings unnecessarily #insulate students from the often harsh #realities of the world with which academics need to engage. Others are concerned that trigger warnings establish a precedent of making instructors or universities legally #responsible for protecting students from #emotional_trauma. Still others argue that it is impossible to anticipate all the topics that might be potentially triggering for students.

      Trigger warnings do not mean that students can exempt themselves from completing parts of the coursework. Ideally, a student who is genuinely concerned about being #re-traumatized by forthcoming course content would privately inform the instructor of this concern. The instructor would then accommodate the student by proposing #alternative_content or an alternative learning activity, as with an accommodation necessitated by a learning disability or physical disability.

      The decision to preface potentially disturbing content with a trigger warning is ultimately up to the instructor. An instructor who does so might want to include in the course syllabus a preliminary statement (also known as a “#content_note”), such as the following:

      Our classroom provides an open space for the critical and civil exchange of ideas. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to #forewarn students about potentially disturbing content and I ask all students to help to create an #atmosphere of #mutual_respect and #sensitivity.

      Prior to introducing a potentially disturbing topic in class, an instructor might articulate a #verbal_trigger_warning such as the following:

      Next class our discussion will probably touch on the sexual assault that is depicted in the second last chapter of The White Hotel. This content is disturbing, so I encourage you to prepare yourself emotionally beforehand. If you believe that you will find the discussion to be traumatizing, you may choose to not participate in the discussion or to leave the classroom. You will still, however, be responsible for material that you miss, so if you leave the room for a significant time, please arrange to get notes from another student or see me individually.

      A version of the foregoing trigger warning might also preface written materials:

      The following reading includes a discussion of the harsh treatment experienced by First Nations children in residential schools in the 1950s. This content is disturbing, so I encourage everyone to prepare themselves emotionally before proceeding. If you believe that the reading will be traumatizing for you, then you may choose to forgo it. You will still, however, be responsible for material that you miss, so please arrange to get notes from another student or see me individually.

      Trigger warnings, of course, are not the only answer to disturbing content. Instructional #strategies such as the following can also help students approach challenging material:

      – Give your students as much #advance_notice as possible about potentially disturbing content. A day’s notice might not be enough for a student to prepare emotionally, but two weeks might be.

      – Try to “scaffold” a disturbing topic to students. For example, when beginning a history unit on the Holocaust, don’t start with graphic photographs from Auschwitz. Instead, begin by explaining the historical context, then verbally describe the conditions within the concentration camps, and then introduce the photographic record as needed. Whenever possible, allow students to progress through upsetting material at their own pace.

      – Allow students to interact with disturbing material outside of class. A student might feel more vulnerable watching a documentary about sexual assault while in a classroom than in the security of his or her #home.

      – Provide captions when using video materials: some content is easier to watch while reading captions than while listening to the audio.

      – When necessary, provide written descriptions of graphic images as a substitute for the actual visual content.

      – When disturbing content is under discussion, check in with your students from time to time: #ask them how they are doing, whether they need a #break, and so on. Let them know that you are aware that the material in question is emotionally challenging.

      – Advise students to be #sensitive to their classmates’ #vulnerabilities when they are preparing class presentations.

      – Help your students understand the difference between emotional trauma and #intellectual_discomfort: the former is harmful, as is triggering it in the wrong context (such as in a classroom rather than in therapy); the latter is fundamental to a university education – it means our ideas are being challenged as we struggle to resolve cognitive dissonance.

      https://uwaterloo.ca/centre-for-teaching-excellence/trigger

    • Why Trigger Warnings Don’t Work

      Because trauma #survivors’ #memories are so specific, increasingly used “trigger warnings” are largely #ineffective.

      Fair warning labels at the beginning of movie and book reviews alert the reader that continuing may reveal critical plot points that spoil the story. The acronym NSFW alerts those reading emails or social media posts that the material is not suitable for work. The Motion Picture Association of America provides film ratings to advise about content so that moviegoers can make informed entertainment choices for themselves and their children.

      Enter stage right: Trigger warning.

      A trigger warning, most often found on #social_media and internet sites, alerts the reader that potentially upsetting information may follow. The words trigger warning are often followed by a subtitle such as *Trigger warning: This may be triggering to those who have struggled with _________. Fill in the blank. #Domestic_abuse. #Rape. #Body_image. #Needles. #Pregnancy.

      Trigger warnings have become prevalent online since about 2012. Victim advocate Gayle Crabtree reports that they were in use as early as 1996 in chat rooms she moderated. “We used the words ‘trigger warning,’ ‘#tw,’ ‘#TW,’ and ‘trigger’ early on. …This meant the survivor could see the warning and then decide if she or he wanted to scroll down for the message or not.” Eventually, trigger warnings spread to social media sites including #Tumblr, #Twitter, and #Facebook.

      The term seems to have originated from the use of the word “trigger” to indicate something that cues a #physiological_response, the way pollen may trigger an allergy attack. A trigger in a firearm is a lever that activates the sequence of firing a gun, so it is not surprising that the word was commandeered by those working in the field of #psychology to indicate objects and sensations that cause neurological firing in the brain, which in turn cause #feelings and #thoughts to occur.

      Spoiler alerts allow us to enjoy the movie or book as it unfolds without being influenced by knowledge about what comes next. The NSFW label helps employees comply with workplace policies that prohibit viewing sexually explicit or profane material. Motion picture ratings enable viewers to select movies they are most likely to find entertaining. Trigger warnings, on the other hand, are “designed to prevent people who have an extremely strong and damaging emotional response… to certain subjects from encountering them unaware.”

      Say what?

      Say hogwash!

      Discussions about trigger warnings have made headlines in the New Yorker, the Los Angeles Times, the Guardian, the New Republic, and various other online and print publications. Erin Dean writes that a trigger “is not something that offends one, troubles one, or angers one; it is something that causes an extreme involuntary reaction in which the individual re-experiences past trauma.”

      For those individuals, it is probably true that coming across material that reminds them of a traumatic event is going to be disturbing. Dean’s definition refers to involuntary fear and stress responses common in individuals with Post Traumatic Stress Disorder characterized by intrusive memories, thoughts, or dreams; intense distress at cues that remind the individual of the event; and reactivity to situations, people, or objects that symbolize the event. PTSD can result from personal victimization, accidents, incarceration, natural disasters, or any unexpected injury or threat of injury or death. Research suggests that it results from a combination of genetic predisposition, fear conditioning, and neural and physiological responses that incorporate the body systems and immunological responses. Current theories suggest that PTSD represents “the failure to recover from the normal effects of trauma.” In other words, anyone would be adversely affected by trauma, but natural mechanisms for healing take place in the majority of individuals. The prevalence of PTSD ranges from 1.9 percent in Europe to 3.5 percent in the United States.

      The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous.

      Some discussions have asserted that because between one in four and one in five women have been sexually abused, trigger warnings are necessary to protect vast numbers of victims from being re-traumatized. However, research shows that the majority of trauma-exposed persons do not develop PTSD. This does not mean they aren’t affected by trauma, but that they do not develop clinically significant symptoms, distress, or impairment in daily functioning. The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous. Now some students are pushing for trigger warnings on college class syllabi and reading lists.

      But what?

      Balderdash!

      But wait, before people get all riled up, I’d like to say that yes, I have experienced trauma in my life.

      I wore a skirt the first time George hit me. I know this because I remember scrunching my skirt around my waist and balancing in heels while I squatted over a hole in the concrete floor to take a piss. We were in Tijuana. The stench of excrement made my stomach queasy with too much tequila. I wanted to retch.

      We returned to our hotel room. I slid out of my blouse and skirt. He stripped to nothing and lay on the double bed. He was drinking Rompope from the bottle, a kind of Mexican eggnog: strong, sweet, and marketed for its excellent spunk. It’s a thick yellow rum concoction with eggs, sugar, and almond side notes. George wanted to have sex. We bickered and argued as drunks sometimes do. I said something — I know this because I always said something — and he hit me. He grabbed me by the hair and hit me again. “We’re going dancing,” he said.

      “I don’t feel like dancing — “

      “Fine. Stay.”

      The world was tilting at an angle I didn’t recognize. The mathematician Matt Tweed writes that atoms are made up of almost completely empty space. To grasp the vast nothingness, he asks the reader to imagine a cat twirling a bumblebee on the end of a half-mile long string. That’s how much emptiness there is between the nucleus and the electron. There was more space than that between George and me. I remember thinking: I am in a foreign country. I don’t speak Spanish. I have no money. We went dancing.

      Labeling a topic or theme is useless because of the way our brains work. The labels that we give trauma (assault, sexual abuse, rape) are not the primary source of triggers. Memories are, and not just memories, but very specific, insidious, and personally individualized details lodged in our brain at the time of the trauma encoded as memory. Details can include faces, places, sounds, smells, tastes, voices, body positions, time of day, or any other sensate qualities that were present during a traumatic incident.

      If I see a particular shade of yellow or smell a sickly sweet rum drink, I’m reminded of my head being yanked by someone who held a handful of my hair in his fist. A forest green Plymouth Duster (the car we drove) will too. The word assault does not. The words domestic violence don’t either. The specificity of details seared in my mind invokes memory.

      Last year a driver slammed into the back of my car on the freeway. The word tailgate is not a trigger. Nor is the word accident. The flash of another car suddenly encroaching in my rearview mirror is. In my mid-20s, I drove my younger sister (sobbing, wrapped in a bed sheet) to the hospital where two male officers explained they were going to pluck her pubic hair for a rape kit. When I see tweezers in a hospital, I flash back to that awful moment. For my sister, other things may be triggers: the moonlight shining on the edge of a knife. The shadow of a person back lit in a doorway. An Hispanic man’s accent. If we were going to insist on trigger warnings that work, they would need to look something like this:

      Trigger warning: Rompope.

      Trigger warning: a woman wrapped in a bed sheet.

      Trigger warning: the blade of a knife.

      The variability of human #perception and traumatic recall makes it impossible to provide the necessary specificity for trigger warnings to be effective. The nature of specificity is, in part, one reason that treatment for traumatic memories involves safely re-engaging with the images that populate the survivor’s memory of the event. According to Dr. Mark Beuger, an addiction psychiatrist at Deerfield Behavioral Health of Warren (PA), the goal of PTSD treatment is “to allow for processing of the traumatic experience without becoming so emotional that processing is impossible.” By creating a coherent narrative of the past event through telling and retelling the story to a clinician, survivors confront their fears and gain mastery over their thoughts and feelings.

      If a survivor has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided.

      According to the National Center for Health, “#Avoidance is a maladaptive #control_strategy… resulting in maintenance of perceived current threat. In line with this, trauma-focused treatments stress the role of avoidance in the maintenance of PTSD. Prolonged exposure to safe but anxiety-provoking trauma-related stimuli is considered a treatment of choice for PTSD.” Avoidance involves distancing oneself from cues, reminders, or situations that remind one of the event that can result in increased #social_withdrawal. Trigger warnings increase social withdrawal, which contributes to feelings of #isolation. If a survivor who suffers from PTSD has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided. The individual is in charge of each word he or she reads. At any time, one may close a book or click a screen shut on the computer. What is safer than that? Conversely, trigger warnings perpetuate avoidance. Because the intrusive memories and thoughts are internal, trigger warnings suggest, “Wait! Don’t go here. I need to protect you from yourself.”

      The argument that trigger warnings help to protect those who have suffered trauma is false. Most people who have experienced trauma do not require preemptive protection. Some may argue that it would be kind to avoid causing others distress with upsetting language and images. But is it? Doesn’t it sometimes take facing the horrific images encountered in trauma to effect change in ourselves and in the world?

      A few weeks ago, I came across a video about Boko Haram’s treatment of a kidnapped schoolgirl. The girl was blindfolded. A man was digging a hole in dry soil. It quickly became evident, as he ushered the girl into the hole, that this would not end well. I felt anxious as several men began shoveling soil in around her while she spoke to them in a language I could not understand. I considered clicking away as my unease and horror grew. But I also felt compelled to know what happened to this girl. In the 11-minute video, she is buried up to her neck.

      All the while, she speaks to her captors, who eventually move out of the frame of the scene. Rocks begin pelting the girl’s head. One after the other strikes her as I stared, horrified, until finally, her head lay motionless at an angle that could only imply death. That video (now confirmed to be a stoning in Somalia rather than by Boko Haram) forever changed my level of concern about young girls kidnapped in other countries.

      We are changed by what we #witness. Had the video contained a trigger warning about gruesome death, I would not have watched it. Weeks later, I would have been spared the rush of feelings I felt when a friend posted a photo of her daughter playfully buried by her brothers in the sand. I would have been spared knowing such horrors occur. But would the world be a better place for my not knowing? Knowledge helps us prioritize our responsibilities in the world. Don’t we want engaged, knowledgeable citizens striving for a better world?

      Recently, the idea of trigger warnings has leapt the gulch between social media and academic settings. #Universities are dabbling with #policies that encourage professors to provide trigger warnings for their classes because of #complaints filed by students. Isn’t the syllabus warning enough? Can’t individual students be responsible for researching the class content and reading #materials before they enroll? One of the benefits of broad exposure to literature and art in education is Theory of Mind, the idea that human beings have the capacity to recognize and understand that other people have thoughts and desires that are different from one’s own. Do we want #higher_education to comprise solely literature and ideas that feel safe to everyone? Could we even agree on what that would be?

      Art occurs at the intersection of experience and danger. It can be risky, subversive, and offensive. Literature encompasses ideas both repugnant and redemptive. News about very difficult subjects is worth sharing. As writers, don’t we want our readers to have the space to respond authentically to the story? As human beings, don’t we want others to understand that we can empathize without sharing the same points of view?

      Trigger warnings fail to warn us of the very things that might cause us to remember our trauma. They insulate. They cause isolation. A trigger warning says, “Be careful. This might be too much for you.” It says, “I don’t trust you can handle it.” As a reader, that’s not a message I want to encounter. As a writer, that is not the message I want to convey.

      Trigger warnings?

      Poppycock.

      http://www.stirjournal.com/2014/09/15/trigger-what-why-trigger-warnings-dont-work

    • Essay on why a professor is adding a trigger warning to his #syllabus

      Trigger warnings in the classroom have been the subject of tremendous #debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

      The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by #administrators (made and retracted) that #faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various #arguments for and against, and by professors who repudiated the whole idea.

      What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

      As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

      I’d like to say a few things about why.

      An Alternative Point of View

      To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed — and not just by critics — as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual #purpose is considerably broader.

      Part of the confusion arises from the word “trigger” itself. Originating in the psychological literature, the #term can be misleading in a #non-clinical context, and indeed many people who favor such warnings prefer to call them “#content_warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

      In the original cut of the 1933 version of the film “King Kong,” there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie — once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

      A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming, so their #attention isn’t hijacked when it arrives. Even a pleasant surprise can be #distracting, and if the surprise is unpleasant the distraction will be that much more severe.

      I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

      A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all #stuck with one another, and that fact imposes #interpersonal_obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a #conversation, not a monologue, and I have a #responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

      For all these reasons, I’ve concluded that it would be sound #pedagogy for me to give my students notice about some of the #challenging_material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I’ll be discussing these issues during the first class meeting and including a notice about them in the syllabus.

      My current draft of that notice reads as follows:

      Course Content Note

      At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

      If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

      That’s it. That’s my content warning. That’s all it is.

      I should say as well that nothing in these two paragraphs represents a change in my teaching practice. I have always assumed that if a student steps out of the classroom they’ve got a good reason, and I don’t keep tabs on them when they do. If a student is made uncomfortable by something that happens in class, I’m always glad when they come talk to me about it — I’ve found we usually both learn something from such exchanges. And of course students are still responsible for mastering all the course material, just as they’ve always been.

      So why the note, if everything in it reflects the rules of my classroom as they’ve always existed? Because, again, it’s my job as a professor to facilitate class discussion.

      A few years ago one of my students came to talk to me after class, distraught. She was a student teacher in a New York City junior high school, working with a social studies teacher. The teacher was white, and almost all of his students were, like my student, black. That week, she said, one of the classes had arrived at the point in the semester given over to the discussion of slavery, and at the start of the class the teacher had gotten up, buried his nose in his notes, and started into the lecture without any introduction. The students were visibly upset by what they were hearing, but the teacher just kept going until the end of the period, at which point he finished the lecture, put down his papers, and sent them on to math class.

      My student was appalled. She liked these kids, and she could see that they were hurting. They were angry, they were confused, and they had been given nothing to do with their #emotions. She asked me for advice, and I had very little to offer, but I left our meeting thinking that it would have been better for the teacher to have skipped that material entirely than to have taught it the way he did.

      History is often ugly. History is often troubling. History is often heartbreaking. As a professor, I have an #obligation to my students to raise those difficult subjects, but I also have an obligation to raise them in a way that provokes a productive reckoning with the material.

      And that reckoning can only take place if my students know that I understand that this material is not merely academic, that they are coming to it as whole people with a wide range of experiences, and that the journey we’re going on #together may at times be #painful.

      It’s not coddling them to acknowledge that. In fact, it’s just the opposite.

      https://www.insidehighered.com/views/2014/05/29/essay-why-professor-adding-trigger-warning-his-syllabus

  • Mapping memories through cartography

    The New Indian Express

    https://www.newindianexpress.com/cities/delhi/2021/apr/15/mapping-memories-throughcartography-2290171.html

    People mostly preserve memories through photographs. But Pine and Lime – a unique venture by Gurugram-based duo, Aishwarya Choudhary and Ishaan Shrivastava – is helping people map their memories. The duo began with handmade décor guitar shelves in 2018. “But the pieces took time, and we would only take a few orders. In February 2020, while thinking of new ideas for Valentine’s Day, we came up with the idea of using cartography as a medium to store memories,” shares Choudhary, 28.
    Pine and Lime Co-founders Ishaan
    Shrivastava and Aishwarya Choudhary

    Both had come across some international brands selling maps as décor, and they fell in love with the idea of stylized cartography. The idea was to create a memory map, marking the spots where their clients had created fond memories. “We made our first Memory Map with two locations, and knew the size had to be small as we wanted people to be able to hold onto their memories. So we started with a 4”x4” frame,” adds Shrivastava, 27. At present, the two are focused on Memory Maps, Décor Maps that celebrate life’s important moments, and Arte Aŭdaca, a collection of time – honoured artworks that celebrate freedom.

    #cartographie #mémoire

  • Geoinspirations Podcast Series: Dr. Paulette Hasier - Curating Generations of Cartography

    https://www.directionsmag.com/article/10202

    Today, Dr. Joseph Kerski interviews Dr. Paulette Hasier, Geography and Map Division Chief at the Library of Congress. She discusses the varied journey she made through academia and government before arriving at the world’s largest library. She describes their collection of story maps and data while inspiring us to explore the deep cartographic treasures in the Library of Congress. She offers words of advice as you follow your own career pathway.

    #cartographie #mémoire #library_of_congress #bibliothèque #cartothèque #conservation_des_cartes

  • Lecture d’un extrait du livre « Vie nouvelle » de Michaël Trahan

    http://liminaire.fr/radio-marelle/article/vie-nouvelle-de-michael-trahan

    Michaël Trahan poursuit dans ce livre une démarche entreprise avec Nœud coulant et La raison des fleurs, ses deux premiers ouvrages qui cherchaient à dire la vérité d’une douleur, un triptyque poétique qui, même s’il creuse des thèmes proches, se présente sous des formes différentes. (...) #Radio_Marelle / #Écriture, #Histoire, #Langage, #Livre, #Lecture, #Récit, #Vidéo, #Voix, #Foot, #En_lisant_en_écrivant, #Mémoire, #Corps, #Podcast, #Québec #Montréal (...)

    http://liminaire.fr/IMG/mp4/en_lisant_vie_nouvelle_michae_l_trahan.mp4

    https://www.lequartanier.com/catalogue/vienouvelle.htm

  • Crosses in Arizona desert mark where ’American dream ended’ for migrants

    The brightly-colored crosses that #Alvaro_Enciso plants in the unforgiving hard sand of Arizona’s #Sonoran_desert mark what he calls ‘the end of an American dream’ - the places where a migrant died after crossing the U.S.-Mexico border.

    The bodies of nearly 3,000 migrants have been recovered in southern Arizona since 2000, according to the Pima County Office of the Medical Examiner. Aid group Humane Borders, which sets up water stations along migrant trails, said that may be only a fraction of the total death toll, with most bodies never recovered.

    Humane Borders, in partnership with the medical examiner’s office, publishes a searchable online map, which marks with a red dot the exact location where each migrant body was found.

    It was that map and its swarms of red dots that inspired Enciso, a 73-year-old artist and self-described ‘reluctant activist,’ to start his project.

    “I saw this map with thousands of red dots on it, just one on top of the other,” he told Reuters at his workshop in Tucson in September. “I want to go where those red dots (are). You know, the place where a tragedy took place. And be there and feel that place where the end of an American dream happened to someone,” he said.

    The red dots of the map are represented by a circle of red metal Enciso nails to each cross, which he makes in his workshop. He decorates the crosses with small pieces of objects left behind by migrants, which he collects on his trips to the desert.

    With temperatures topping 100 degrees Fahrenheit (37 degrees Celsius), Alvaro and his two assistants, Ron Kovatch and Frank Sagona, hauled two large wooden crosses, a shovel, jugs of water and a bucket of concrete powder through the scrubby desert south of Arizona’s Interstate 8, weaving through clumps of mesquite trees and saguaro cacti.

    They used a portable GPS device to navigate to a featureless patch of rocky ground - the place where the remains of 40 year-old Jose Apolinar Garcia Salvador were found on Sept. 14, 2006, his birthplace and cause of death never recorded.

    They planted another cross for a second person who was never identified, one of 1,100 recovered from Arizona’s deserts since 2000 whose names are unknown.

    Enciso, who left Colombia in the 1960s to attend college in the United States, considers the crosses part art project and part social commentary. He would like to see an end to migrant deaths in the desert and a change in U.S. immigration laws.

    “We cannot continue to be a land, a country that was created on the idea that we accept everybody here. We have broken the number one rule of what America is all about,” he said.

    https://www.reuters.com/article/us-usa-immigration-crosses-idUSKCN1ME1DG

    https://www.youtube.com/watch?v=DNVLoWemnU8&feature=emb_logo

    #red_dots
    #migrations #frontières #désert #mourir_dans_le_désert #Mexique #USA #Etats-Unis #décès #morts #commémoration #croix #désert_de_Sonora #mémoire
    #art_et_politique

  • WORKING WITH MEMORY : GEORGIA AND ARMENIA

    Does sound play an important role in collective memory? In January and February 2016 we wanted to look at some of the underlying socio/political and historical themes in Georgia and Armenia, developing a method of journalism that uses aural history and folk songs to understand the individual and contrasting narratives that form historical threads. In particular we wanted to record folk songs that had been passed down through generations in order to remember the Armenian genocide, and thereby look at the way sound and stories are often used to maintain identity in the aftermath of displacement. Likewise we wanted to listen to the stories of the Yazidi community, one of Georgia’s long established ethnic minorities, and understand both the conditions for minorities in Georgia, and also their views on the persecution of Yazidis under ISIS, and its impact on the wider community.

    However as we were relatively new to the context of both Georgia and Armenia, much of our focus fell on gathering impressions through fieldwork in markets, rural towns, choirs, and talking to people in cafes and bars. We wanted to give space for unexpected stories to emerge, to follow leads and open spaces for collaboration. This ultimately led us to interview a polyphonic choir of coal minors, learn about the Bengalis diaspora in Georgia and listen to conflicting stories of memories under the soviet era.

    https://brushandbow.com/home/podcasts/georgia-armenia
    #mémoire #Géorgie #Arménie #mémoire_collective #son #Yézidis
    #journalisme_créatif #creative_journalism

    Throughout Yazidi history we have always suffered religious discrimination. Arabs and Turks call us Kafirs (unbelievers)

    –-> un nouveau #mot pour la longue liste sur les mots utilisés pour désigner les personnes étrangères (ajouté à la métaliste) :
    #Kafirs (unbelievers)
    https://seenthis.net/messages/414225
    #terminologie #vocabulaires #migrations #étrangers

  • Les #mémoires comme ressources et enjeux. Dimensions spatiales, politiques et sociales

    Dominique Chevalier
    Les mémoires comme ressources et enjeux. Dimensions spatiales, politiques et sociales [Texte intégral]
    Memories as resources and stakes. spatial, political and social dimensions

    Jean-Luc Poueyto
    Lieux vénérés puis oubliés : L’exemple de #mémoires_familiales #manouches [Texte intégral disponible en décembre 2021]
    Venerated, then forgotten spaces : the example of Manouche family memories

    Dominique Chevalier, François Duchene et Thomas Zanetti
    Palimpsestes mémoriels, #gentrification inachevée et voisinages migratoires : l’exemple de commerces de #La_Guillotière à #Lyon [Texte intégral disponible en décembre 2021]
    Memory palimpsests, unfinished gentrification and migratory neighborhoods : the example of La Guillotière businesses in Lyon

    Elisa Aumoitte
    Sans mémoire des lieux ni lieux de mémoire. La #Palestine invisible sous les #forêts_israéliennes [Texte intégral disponible en décembre 2021]
    Without memory of places or places of memory.Invisible Palestine under israeli forests

    Anne Hertzog et Rafiq Ahmad
    Un #cimetière chinois dans la #Somme : #pratiques_mémorielles, lieu de #co-présence et territorialités diasporiques [Texte intégral disponible en décembre 2021]
    A chinese cemetery in Somme : remembrance practices, place of co-presence and diasporic dynamics
    #diaspora

    William Robin-Detraz
    #Haut-lieu et appropriations de la mémoire des #tirailleurs_sénégalais : le #Tata de #Chasselay (69) [Texte intégral disponible en décembre 2021]
    “Haut-lieu” and appropriations of the memory of African Colonial Soldiers : the Tata of Chasselay

    Aliou Gaye
    Processus de #patrimonialisation et mise en #tourisme des mémoires collectives de l’#esclavage à l’#île_de_Gorée [Texte intégral disponible en décembre 2021]
    Patrimonialization process and setting in tourism of collective memories of slavery on the island of Goree
    #Gorée

    Marie Pouillès Garonzi
    « Un musée à ciel ouvert ». Les traces du passé conflictuel dans les #espaces_publics chypriotes [Texte intégral disponible en décembre 2021]
    “An open-air museum”. Traces of the conflicting past in cypriot public spaces
    #espace_public #Chypre

    Thibault Ducloux
    Là où s’échouent les destinées. Les #prisons, dévoreuses de mémoires ? [Texte intégral disponible en décembre 2021]
    Where destinies run aground. Do jails crush social memories ?

    https://journals.openedition.org/bagf/6655

    #revue #mémoire #géographie

  • Au Bleuet, la plus grande librairie indépendante de France en zone rurale
    https://www.rfi.fr/fr/culture/20210424-au-bleuet-la-plus-grande-librairie-ind%C3%A9pendante-de-france-en-zone-

    D’abord fermées au début de la pandémie de coronavirus puis considérées comme « essentielles », les #librairies_indépendantes sont en fête ce samedi 24 avril, en France. Le pays peut s’enorgueillir d’avoir su préserver un réseau de libraires en dehors des grandes surfaces culturelles… et ce, grâce à la loi Lang sur le prix unique du livre, dont on célèbre les 40 ans cette année. Exemple de cette exception culturelle à Banon, dans les Alpes de Haute-Provence, dans le sud-est de la France, où se trouve l’une des plus gigantesques librairies indépendantes de France, Le Bleuet.

    • Tattes : la justice au service des plus forts

      Il aura fallu plus de 6 ans au #Ministère_public pour arriver à « boucler » si lamentablement cette enquête : 2 requérants d’asile et 2 agents de sécurité inculpés. Les véritables responsables, ceux·celles qui ont en main de quoi contrôler la situation, ceux-là sont blanchis.

      Un centre bourré à craquer, vétuste et défaillant

      Tout en bas de l’échelle, il y a d’abord les 2 requérants qui fumaient et qui cuisinaient dans leur chambre. Mais où pouvaient-ils donc fumer, dans quels lieux réservés mais néanmoins accueillants auraient-ils pu se rencontrer dans un centre qui était bourré à craquer et qui hébergeait au moins deux fois plus de personnes que « la normale » ? Mais où pouvaient-ils donc cuisiner alors que les gens étaient entassés non seulement dans les chambres mais aussi dans les cuisines et devant les WC aux portes improbables ? Certaines familles, de retour à domicile à la sortie de la Maternité, avec un nouveau-né dans les bras, utilisaient même les plaques électriques… pour se chauffer en plein hiver !

      Il y a aussi les 2 agents de sécurité chargés d’homicide, lésions corporelles, négligence. Eux aussi tout en bas de l’échelle, oui. Que faire, comment faire dans un centre tellement brinquebalant comme était le foyer des Tattes il y a 6 ans, avec un dispositif anti-incendie défaillant, des portes coupe-feu qui s’ouvrent ou ne s’ouvrent pas, sans aucun plan clair d’évacuation des logements, des résident·es qu’on connait peu et qu’on ne comprend pas toujours ? Dans ce foyer, la panique a sans doute gagné autant les #agents_de_sécurité que les résident·es. Ils ont abandonné leur « responsabilité » pour sauver leur peau, devenant ainsi des criminels.

      Mauvaise gestion, peur et répression : les responsables doivent être poursuivis !

      Et pendant ce temps, où étaient, où sont les vrai·es responsables ? Ceux·celles qui ont permis que le foyer soit plein à craquer sans rien faire ? Ceux·celles qui font que le climat ambiant est celui de la peur de la répression avant le vivre ensemble ?

      Et aujourd’hui, où sont les sinistrés de cet incendie ? Comment les retrouver pour leurs présenter des excuses et des indemnisations ? Pourquoi les autorités refusent toujours d’octroyer un permis à l’une des rares victimes toujours à Genève, Ayop Aziz ?

      Les avocates de plusieurs plaignants ont fait #appel devant la Chambre de recours contre l’ordonnance de classement et demandent que l’#Hospice_général et son responsable sécurité incendie soient poursuivis. On en est là, on attend la réponse. Quant au #procès, pour le moment, il n’est pas encore agendé.

      Criminalisation des personnes migrantes partout, jutice nulle part

      Dans l’affaire de l’incendie des Tattes, tout comme dans celles actuellement en cours concernant le suicide d’Ali Reza au foyer de l’Etoile ou les plaintes pour agressions contre des requérants au centre de Giffers (Fribourg), c’est David contre Goliath. Les requérant·es concerné·es rêvent d’une justice helvétique, équitable et réparatrice. Mais nous savons qu’à la fin du parcours, en Suisse comme ailleurs, l’appareil judiciaire est celui du pouvoir et de l’argent.

      Il y a 6 ans que nous suivons cette histoire, que nous célébrons chaque année la triste date du 16 novembre 2014. Nous continuerons, pour ne pas oublier et pour rappeler aux autorités cantonales leur lâcheté et leur hypocrisie.

      Etat, Hospice général et société de sécurité blanchis : scandale !

      Reçu via la mailing-list Solidarité Tattes, 15.04.2021

      #responsabilité

  • The report of the Commission on Race and Ethnic Disparities

    The Commission’s report sets out a new, positive agenda for change. It balances the needs of individuals, communities and society, maximising opportunities and ensuring fairness for all.

    The Commission has considered detailed quantitative data and qualitative evidence to understand why disparities exist, what works and what does not. It has commissioned new research and invited submissions from across the UK.

    Its work and recommendations will improve the quality of data and evidence about the types of barriers faced by people from different backgrounds. This will help to inform actions and drive effective and lasting change.

    https://www.gov.uk/government/publications/the-report-of-the-commission-on-race-and-ethnic-disparities

    #rapport #UK #Angleterre #racisme #discriminations #inégalités
    #Commission_on_Race_and_Ethnic_Disparities (#CRED)

    pour télécharger le rapport :
    https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974507/20210331_-_CRED_Report_-_FINAL_-_Web_Accessible.pdf

    • Downing Street rewrote ‘independent’ report on race, experts claim

      Commissioners allege No 10 distorted their work on inequality, after conclusions played down institutional racism.

      Officials at Downing Street have been accused of rewriting much of its controversial report into racial and ethnic disparities, despite appointing an independent commission to conduct an honest investigation into inequality in the UK.

      The Observer has been told that significant sections of the report published on 31 March, which were criticised and debunked by health professionals, academics, business chiefs and crime experts, were not written by the 12 commissioners who were appointed last July.

      The 258-page document was not made available to be read in full or signed off by the group, which included scientist and BBC broadcaster Maggie Aderin-Pocock and Samir Shah, former chair of the Runnymede Trust, nor were they made aware of its 24 final recommendations. Instead, the finished report, it is alleged, was produced by No 10.

      Kunle Olulode, an anti-racism activist and director of the charity Voice4Change, is the first commissioner to condemn the government publicly for its lack of transparency. In a statement to the Observer, Olulode’s charity was scathing of the way evidence was cherrypicked, distorted and denied in the final document.

      “The report does not give enough to show its understanding of institutional or structural discrimination … evidence in sections, that assertive conclusions are based on, is selective,” it said. “The report gives no clear direction on what expectations of the role of public institutions and political leadership should be in tackling race and ethnic disparities. What is the role of the state in this?”

      One commissioner, who spoke out on condition of anonymity, accused the government of “bending” the work of its commission to fit “a more palatable” political narrative and denying the working group the autonomy it was promised.

      “We did not read Tony’s [Sewell] foreword,” they claimed. “We did not deny institutional racism or play that down as the final document did. The idea that this report was all our own work is full of holes. You can see that in the inconsistency of the ideas and data it presents and the conclusions it makes. That end product is the work of very different views.”

      The commissioner revealed that they had been privy only to the section of the report they were assigned, and that it had soon become apparent the exercise was not being taken sufficiently seriously by No 10.

      “Something of this magnitude takes proper time – we were only given five months to do this work, on a voluntary basis,” they said. In contrast to the landmark 1999 #Macpherson_report (https://www.theguardian.com/uk-news/2019/feb/22/macpherson-report-what-was-it-and-what-impact-did-it-have), an inquiry into the death of #Stephen_Lawrence, or the 2017 #Lammy_Review, both of which took 18 months to conclude, the report by the Commission on Race and Ethnic Disparities (Cred) was not peer reviewed and was published just seven months after the group first met on a videocall.

      The group, led by Sewell, was set up by #Samuel_Kasumu, No 10’s most senior black special adviser, who resigned from his post on the day the report was published, aghast at its final findings. Accusations that #Munira_Mirza, director of No 10’s policy unit, was heavily involved in steering the direction of the supposedly independent report were not directly addressed by a No 10 spokesperson, who said: “I would reiterate the report is independent and that the government is committed to tackling inequality.”

      A source involved in the commission told the Observer that “basic fundamentals in putting a document like this together were ignored. When you’re producing something so historic, you have to avoid unnecessary controversy, you don’t court it like this report did. And the comms was just shocking.”

      While the prime minister sought to distance himself from the criticism a day after its publication, unusually it was his office rather than the Cred secretariat which initially released the report to the press.

      A spokesperson for the race commission said: “We reject these allegations. They are deliberately seeking to divert attention from the recommendations made in the report.

      “The commission’s view is that, if implemented, these 24 recommendations can change for the better the lives of millions across the UK, whatever their ethnic or social background. That is the goal they continue to remain focused on.”

      https://www.theguardian.com/uk-news/2021/apr/11/downing-street-rewrote-independent-report-on-race-experts-claim

      #récriture #modification #indépendance #contreverse

    • voir aussi les critiques dans la page wiki dédiée au rapport :
      Reactions

      Political:

      Sir Keir Starmer, leader of the Labour Party, said that he was “disappointed” by the Commission’s report.[10][11]

      Isabelle Parasram, vice president of the Liberal Democrats, issued a statement that the Commission had “missed the opportunity to make a clear, bold statement on the state of race equality in this country”. Parasram said that the “evidence and impact of racism in the UK is overwhelming” and that “whilst some of recommendations made in the report are helpful, they fall far short of what could have been achieved”.[12]

      The Green Party of England and Wales issued a statement condemning the summary of the report as “a deliberate attempt to whitewash institutional racism” and that “Institutional racism in the UK does exist”.[13]

      Other:

      David Goodhart welcomed the report as “a game-changer for how Britain talks about race”.[14]

      Rose Hudson-Wilkin, the Bishop of Dover, described the report as “deeply disturbing”; she said the “lived experience” of the people “tells a different story to that being shared by this report”.[15]

      The historian David Olusoga accused the report’s authors of appearing to prefer “history to be swept under the carpet”.[16]

      A Guardian editorial quoted Boris Johnson’s intent to “change the narrative so we stop the sense of victimisation and discrimination”[17] when setting up the commission, and as evidence of the reality of racial inequality listed five recent government reports on different aspects:[18]

      - the criminal justice system (the David Lammy review of 2017[19][20]);
      - schools, courts, and the workplace (the Theresa May race audit of 2017[21]);
      - pay (the Ruby McGregor-Smith review of 2017[22][23]);
      - deaths in police custody (the Elish Angiolini report of 2017[24]);
      - the Windrush scandal (the Wendy Williams review of 2020[25][26]).

      https://en.wikipedia.org/wiki/Commission_on_Race_and_Ethnic_Disparities