• Le Monde selon #Modi, la nouvelle #puissance indienne

    « Aucune puissance au monde ne peut arrêter un pays de 1,3 milliard d’habitants. Le 21e siècle sera le siècle de l’Inde ».
    #Narendra_Modi, nationaliste de droite, à la tête de l’Inde depuis 2014, est le nouvel homme fort de la planète. 3ème personnalité la plus suivie sur Twitter, au centre de « l’Indopacifique », une nouvelle alliance contre la Chine. C’est l’histoire d’un tournant pour l’Inde et pour le monde.

    http://www.film-documentaire.fr/4DACTION/w_fiche_film/62159_1

    #film #film_documentaire #documentaire
    #Inde #Savarki #culte_de_la_personnalité #nationalisme #cachemire_indien #purge #militarisation #couvre-feu #RSS #patriotisme #religion #propagande_hindoue #colonialisme #impérialisme #BJP #parti_nationaliste_hindou #pogrom #islamophobie #Amit_Shah #Vibrant_Gujarat #hologramme #réseaux_sociaux #journée_internationale_du_yoga #yoga #soft_power #fierté_nationale #Alliance_indo-pacifique #Indo-Pacifique #armée #Routes_de_la_soie #route_de_la_soie #collier_de_perles #Chine #armes #commerce_d'armes #Ladakh #frontières #zones_disputées #disputes_frontalières #différends_frontaliers #litige_frontalier #zones_frontalières #zone-tampon #Israël #revanche_nationaliste #temple_Ajodhya #hindouisme #déchéance_de_nationalité #citizenship_amendment_act #citoyenneté #primauté_des_Hindous #résistance #milices_privées

  • (TW #viol, #pédocriminalité)
    [Edit : très certainement une source conspirationniste]

    Anneke Lucas
    https://annekelucas.com

    #Anneke_Lucas is an author, speaker, advocate for child sex trafficking victims, founder of the non-profit organization Liberation Prison Yoga, and creator of the Unconditional Model.

    Her work is based on personal experience of a 30-year healing journey after surviving being sold by her family as a child sex slave to a pedophile network.

    Her healing through psycho-therapy, writing, yoga and meditation were synthesized during a decade of service with incarcerated populations and with survivors of sex trafficking and satanic ritual abuse inside and outside of prisons. Sharing her own healing shaped her message for personal and global evolution through the Unconditional Model, the mindfulness modality she developed.

    Anneke’s book “Seeds Beneath the Snow: Uncovering the Divine Feminine on the Path to Global Equality” is scheduled to be released in 2020. She is represented by Sam Hyate from the Rights Factory.

  • Le 20 décembre 2019, je reçois, par mail, ce message de "pub" d’une formation qui nous est proposée dans notre #université (#Université_Grenoble_Alpes) :

    L’#UGA nous informe de la mise en place à la formation #communication_assertive et bienveillante dans les relations professionnelles .

    Deux sessions au choix sont ouvertes :

    Soit les 29 & 30 juin 2020
    soit les 03 & 04 décembre 2020

    La date limite d’inscription est : j - 15 avant la date de la formation

    La formation est placée sous le thème " #efficacité professionnelle ".

    Objectifs de la formation :

    A l’issue de la formation, les participants seront capables de :

    – Décoder leur comportement et celui des autres dans les relations professionnelles

    – Communiquer avec #tact et #diplomatie

    – Etablir des #attitudes_positives au quotidien

    – Développer des relations professionnelles harmonieuses et efficaces

    Programme :

    1. Prendre conscience de son comportement

    – Identifier les raisons de ne pas de comprendre

    – Comprendre l’image que l’on renvoie à ses interlocuteurs

    – Prendre conscience de l’image de sa communication écrite

    – Identifier son comportement dans les situations relationnelles

    2. Savoir dialoguer avec tact et souplesse

    – Pratiquer l’écoute active et savoir utiliser les 5 types de questions

    – Utiliser les 3 techniques de reformulation

    – Améliorer sa communication non verbale

    – Etre congruent entre son langage verbal et non-verbal

    – Ajuster sa communication à son interlocuteur

    – Choisir son vocabulaire pour communiquer avec précision et tact à l’écrit

    3. Savoir soutenir une position claire et diplomate

    – Etre assertif : utiliser la méthode DESC

    – Exprimer son avis sans juger l’autre

    – Formuler des critiques constructives

    – Faire face aux critiques

    – Formuler un refus sans provoquer de tension

    – Faire et accepter des compliments dans le monde professionnel

    Durée : 2 jours

    Public : Toute personne souhaitant optimiser sa communication afin d’améliorer ses relations professionnelles

    –--------

    Sur ce, je réponds à une collègue, en colère :

    Plus de moyens, moins de compétition, moins de darwinisme social résoudrait la moitié des problèmes sans formations à la communication bienveillante !

    –-> je fais évidemment allusion aux propos tenus par #Antoine_Petit (à la tête du #CNRS) qui a appelé à une loi « darwinienne » pour le financement de la #recherche. « Une loi ambitieuse, inégalitaire — oui, inégalitaire, une loi vertueuse et darwinienne, qui encourage les scientifiques, équipes, laboratoires, établissements les plus performants à l’échelle internationale, une loi qui mobilise les énergies. »
    https://seenthis.net/messages/815560

    #formation #bienveillance #communication_bienveillante #travail #relations_professionnelles #inégalités #performance #compétition #attitude_positive #harmonie #hypocrisie #image #tact #souplesse #écoute_active #techniques_de_reformulation #communication #communication_non_verbale #langage_verbal #langage_non-verbal #vocabulaire #méthode_DESC #critiques_constructives

    • Et parallèlement à l’#Université d’#Amsterdam... la week of #work_stress !

      Message from the works council

      Dear all,

      The week of 11th of November is the week of work stress. It is the week where the university brings out its petting puppies, makes you bikeblend your smoothie, and has you beat a few djembe tunes to let go of your #stress. Some might argue that it is a nice gesture of the employer, but we of the FNV in the OR find it a slap in the face of the employee. It adds insult to injury.

      This waste of money again shows that the faculty is not taking work pressure seriously. We said it last year, and we said it again this year: “stop monkeying around and actually deal with the causes of work pressure”. Work pressure is not that difficult. There are either too many tasks for the number of people, or there are not enough people for the number of tasks. So the answers are also simple. If an organization is financially healthy, you hire more people. If the organization is financially unhealthy, you are stuck with reducing the tasks. There is no rocket science involved.

      Yet as you can see in this week of work stress, the faculty seems keen to responsiblize the individual for the work pressure he or she is experiencing. This leads to offers such as #time_management (we just received an email that there are two spots still available), #yoga, and #mindfulness. But these are just bandaids ("lapjes voor het bloeden" as the Dutch expression goes) that obscure the structural faults of the system. There are too many administration processes. There is too much institutional distrust that you are not doing your work correctly leading to for instance to ’#jaargesprekken' being moments where you defend yourself instead of discussing how you would like to grow as a professional. There are criteria for promotion that seem to change during the process. We have to accept budget cuts in our teaching programme while at the same time the faculty wants to start new programmes that make new claims on budget and staff.

      Recently, our support staff at EOSS was confronted with a report that was framed as research about the high work pressure they are experiencing. Yet it actually placed all the blame at the staff of EOSS and suggested their so-called inefficient work and non-conformance to instructions from management was the cause of their work pressure. Another signal that work pressure is not taking seriously by management and the individual employee is again responsibilized for his or her work’ stress’. The Works Council will keep pushing the Faculty and the UvA to make meaningful structural changes that address work pressure instead of blaming the victim. Namaste.

      XXXX (FNV Works Council Representative)

      Reçu via email d’une amie/collègue qui y travaille...

    • Et petit exemple d’#Angleterre (#UK):

      Universities have driven their workers into the ground. That’s why I’m striking

      Our eight days of action are in response to a marketised sector that has prioritised profit over the welfare of staff and students.

      Workers in higher education across the UK are on strike. One of the reasons we are striking is because of the poor conditions we face today – which were, in large part, decided by the 2010 election.

      Nearly a decade ago, the Tory and Lib Dem coalition government conspired to transform higher education, unleashing the forces of marketisation. The physical and emotional landscape of the university has fundamentally changed in the intervening years. The devastation wrought cannot be overstated. Contrary to justifications for reform by Tories and Lib Dems, the contemporary university is not sustainable, and reforms have reduced standards and entrenched inequality.

      In public discussion of the – shameful – tripling of student fees and mounting student debt, the changes to university funding that this brought about are often neglected. The 2010 coalition government replaced the old system of block grants with money paid per student per course, and lifted the cap on the number of student places available. Now, universities compete for funding by competing for students, with each other, and between their own departments.

      Most remarkably, this was done in the name of improving standards. It has left its scars on the physical landscape of universities, no longer able to fit in the number of students they have enrolled, and the springing up of new buildings, luxury accommodation and gyms all designed to attract prospective students. If the modern university has a soundtrack, it would be constant drilling for the construction of new, shiny buildings, temples to “student satisfaction”.

      Marketisation does not mean the immediate insertion of the profit motive into previously public goods. It means, at least in the first instance, making those public goods profitable. Students are in more and more debt, workers are paid less and less, while private companies and developers are given access to a potentially lucrative market.

      What does this mean for workers in higher education? They face a proliferation of perverse incentives: instead of research and teaching, lecturers are expected to take part in a perpetual recruitment drive. Instead of supporting students emotionally and academically, staff in student services, often facing cuts and “restructures”, are expected to act as the vanguard of “employability”.

      With more students, permanent staff are expected to take on more and more work. Temporary staff are expected to paper over structural gaps, providing a “flexible” workforce who are hired and fired in response to fluctuations in student numbers. Research shows that part-time staff and those on hourly rates are only paid for 55% of their work. Staff in general work, on average, the equivalent of two days unpaid per week. Given these low wages, many temporary staff are effectively paid less than the minimum wage.

      The expectations placed on staff cannot be met. It is not possible to produce the kind of work expected in the amount of time we are paid to do it. New methods of evaluation and student metrics create even more work, and overlook the key fact that asking students if they enjoyed a course reveals very little about whether that course was well-taught. Student services are stretched to breaking point, and instead of releasing the tension by, for example, increasing funding, services are instead outsourced, with trained counsellors replaced by generic “advisers” and, even, apps.

      When we say that the expectations on staff cannot be met, we mean that it is not possible to live under these conditions. There is nothing else left to squeeze. The doctrines of flexibility and precarity are in no way specific to higher education. They are paradigmatic of contemporary working practices. This means the struggle against precarity is not just a struggle for better conditions for academic workers – it is the insistence that a better life is possible for all of us. The disruption to teaching that comes from workers’ poor health, unnecessary pressure and precarity is much, much greater than the disruption caused by the cancellation of classes.

      Despite the deprivations of the picket line – early mornings, hours standing in the cold, lost pay – I have rarely seen colleagues so happy. The lifting of the neoliberal impulse to be constantly working, every interaction a chance for self-development, every minute a chance to get something done, has profound effects. Reclawing time from management’s extractive demands gives us a glimpse of how the university could be.

      The University and College Union dispute, which runs until next Wednesday, is about pay and pensions for some 43,000 members of the union, all working in academia. Even if we won on both counts, our futures, and the future of higher education, will not be secure without a fundamental rethink of the way in which universities are funded in the UK.

      We cannot afford to merely attempt to reform a marketised sector, based around fees. Almost 10 years on from the seismic higher education reforms of 2010, we face another general election. The only party now offering a rethink of fees and funding, rather than the shuffling of proverbial deckchairs, is Labour.

      We must not let students’ interests be pitted against workers. They are one and the same. So far during the strike, universities have bribed students to cross the picket line with gimmicks like free breakfast and free parking. They have attempted to ban solidarity action by students with a sustained campaign of misinformation, including the suggestion that joining picket lines is illegal and that students must cross them because they are members of NUS and not UCU. We are warned that students might feel anxious about the strike and that by picketing our workplaces we are letting them down.

      In these moments, management attempts to call upon a sense of duty we might feel towards our students. But as workers in higher education, we should not be content to merely provide a better version of the kind of education-as-commodity that management insists on.

      With our strike and the election, we have a chance to start fundamentally re-imagining the university. It’s the only thing that might save it.

      https://www.theguardian.com/commentisfree/2019/nov/28/universities-workers-strike-marketised-sector-money-staff
      #grève

    • Et hop une autre offre de formation arrivée ce jour dans ma boîte mail :

      "Mieux vivre ses émotions dans les relations professionnelles"

      Public : Tout collaborateur qui souhaite mieux vivre ses émotions afin de favoriser ses relations professionnelles.

      C’est classé dans la rubrique « #efficacité professionnelle »

      Et voici un aperçu du contenu :

      #intelligence_émotionnelle #émotions #réactions_émotionnelles_parasites #dysfonctionnement #mots #visage #corps #couleurs #saveurs #musique #timbres_psychologiques #élastiques_émotionnels #alexitymie #vague_des_émotions #pensée_positive #mots_déclencheurs #respiration

    • 10.12.2021, nouveau message des services centraux de notre université (qui semble de plus en plus inspirée !!) :

      Programme de #pause_active destiné à l’encadrement

      A l’attention des personnels en situation d’encadrement (cadres administratifs et techniques, responsables pédagogiques, responsables scientifiques)

      Madame, Monsieur,

      Suite à une expérimentation menée au printemps dernier et dans le cadre de l’accord-cadre Qualité de Vie au Travail de l’UGA, le SUAPS et la Direction de l’environnement social (DGDRH-DES) vous proposent des séances de Pause Active en visioconférence.

      Ces temps courts, de 20/25 mns vous permettront de :

      Bien débuter la journée

      Apprendre à apprivoiser le stress, prévenir le stress chronique

      Lutter contre l’épuisement professionnel

      – *Prévenir les troubles musculo-squelettiques

      Être plus efficace et concentré

      Ils se déroulent les jeudis à 8h et 8h30, jusqu’au 9 décembre pour le 1er semestre

      Puis au 2nd semestre, à partir du 13 janvier

      Pas d’inscription préalable, juste une connexion !

      Comment se déroulent les séances ?

      Séance à 8h00 : #Sophrologie :

      Prendre conscience des différentes parties de son corps

      Se libérer des tensions physiques, mentales et émotionnelles

      Respirer, se poser, prendre un temps pour soi

      Activer les capacités utiles pour sa journée de travail

      –-

      Séance à 8h30 : Réveil musculaire en douceur :

      Étirements légers, respiration, focus sur l’ensemble du dos pour dénouer les tensions.

    • J’avais oublié d’ajouté cela sur ce fil :

      Arrive aujourd’hui, 21.10.2020, un message de mon #université (#Université_Grenoble_Alpes) qui nous invite à s’inscrire à une #formation...
      La formation s’intitule :
      Gestion du #stress pour les enseignant(e)s

      La troisième annonce en ce genre, les deux précédentes étaient des formations qui portaient sur :

      1. Gestion de #conflits (formation mise sous le thème « #efficacité_professionnelle »)

      2. Mieux vivre ses #émotions dans ses #relations_professionnelles (aussi mise sous le même thème : #efficacité_professionnelle)

      Comme dit ma collègue @mobileborders :
      « De la #responsabilisation_personnelle des #failles_structurelles... »

      https://seenthis.net/messages/882135

    • 07.01.2022... on commence une nouvelle année avec de nouvelles formations. Cette fois-ci c’est... le #co-développement !

      Formation Co-Développement Enseignants/Enseignants-chercheurs

      –-> le plus drôle dans tout ça, c’est la "#méthode_Payette_et_Champagne" (ou "paillettes et champagne" si vous préférez).

      « une méthode subtile et exigeante alors qu’elle paraît simple en apparence » dit A. Payette
      https://esprit-co-developpement.fr

      Pas trop bien réussi à en savoir plus après une brève recherche sur la toile (si il y a des motivé·es...)

      J’en ai fait un mini-tweet :

      https://twitter.com/CDB_77/status/1479350762329280514

    • Avril 2022... Dans notre institut, comme partout ailleurs dans les facs françaises (et au-delà), on souffre d’un déficit STRUCTUREL en personnel enseignant... Pour info, notre institut « tourne » avec environ 40% des heures d’enseignement qui sont données par du personnel précaire, dont des #vacataires... Outre ce problème STRUCTUREL, il y a aussi la difficulté à pouvoir embaucher lesdits vacataires... deux difficultés avant tout :
      – iels sont payé·es, à l’heure, en dessous du smic, donc iels préfèrent faire autre chose dans la vie...
      – iels ne peuvent être embauché·es que si iels ont un contrat par ailleurs (donc, chômeur·es, circulez, on ne peut pas vous donner du taf... qui est payé moins du smic, mais bon...)

      Résultat des courses : c’est une galère pas possible pour les responsables de formations à la fac de trouver des enseignant·es pour les cours présents dans la maquette...

      Donc : problème structurel...

      Or, voici ce que notre direction nous propose, une réunion pour discuter de cette problématique « vacataires » (très bien) :

      "Lors du dernier conseil d’UFR, la problématique des vacataires d’enseignement (recrutement, constitution des dossiers, paiement) a été abordée et il a été émis le souhait d’organiser un temps de travail à ce sujet.

      ... et voici la phrase suivante :

      Ce sujet faisant également écho à celui lié à la qualité de vie au travail, il semble primordial d’y travailler dessus de manière prioritaire."

      –-> le lien avec la fameuse #QVT... ce n’est pas un problème de QVT, c’est un problème de #politique_universitaire, bordel ! Non, on ne va pas résoudre cela avec des séances de sophrologie ou avec des pauses actives !

  • More academics and students have mental health problems than ever before

    In the past few years, a lot of attention has been devoted to mental health on university campuses. Primarily explored from the perspective of students, poor mental health has been reported widely all around the world – it seems university students are not mentally well.

    Studies show a large proportion of students experience high levels of depressive symptoms. In the UK, the All Party Parliamentary Group on Students – a forum established for MPs and their peers to discuss issues that affect students in higher education – found 33% of students had experienced suicidal thoughts in the past academic year.

    Poor mental health at university is a big problem, not only because it affects how students learn, but because it also impacts whether they actually finish their degrees. Ultimately, symptoms of poor mental health affect the career potential and overall lives of students greatly.

    Most research has pointed to challenges caused by the transition from high school to university life, coursework deadlines, exams and financial difficulties.
    Helping students

    Recent research in the UK has shown that university students have a limited understanding of mental health issues and are hesitant to seek support. Administrators have noted the high prevalence of poor mental health and low levels of mental health literacy of students.

    Across the UK, universities have taken different approaches to raising awareness of mental health disorders and addressing stigma associated with poor mental health.

    Posters, websites and apps have sprung up in an effort to get students to seek care, and to encourage them to visit campus well-being clinics.
    What about academics?

    But it seems the poor mental health of academics has received comparatively little attention. This is concerning because research has shown that many academic staff are stressed and at risk of burnout. Like students, academics are not mentally well.

    One recent survey found that 43% of academic staff exhibited symptoms of at least a mild mental disorder. This is nearly twice the prevalence of mental disorders compared with the general population. Primarily to blame are the increased workloads of academics and demands to publish and obtain external revenue.

    High levels of poor mental health have a profound impact on the professional competence and productivity of academics, affecting administrative, teaching and research quality – as well as impairing communication and work relationships among staff. Of course, poor mental health also affects the personal lives of these individuals.
    Silent stigma

    But academic staff have far fewer options for well-being support than students. Most universities will offer their staff the chance to see an occupational health nurse or contact an employee assistance program by telephone – but information about both services is limited and often difficult to find. And both options direct staff to services outside the university campus.

    With limited, hard to find services and the stigma that surrounds poor mental health, it is unsurprising that only 6.7% of UK academic staff have ever disclosed a mental health condition. In a sense then, a culture of “silence of mental health issues within university environments” exists.

    It is clear that more must be done to help address the poor mental health of academics. Meaningful structural changes are needed to address the underlying factors associated with poor mental health, like job security, workload and pay. Though these changes will not be easy or come quickly. Unfortunately, in the current political climate, and with the high costs of education, governments are under pressure to satisfy students and their parents with rubrics of excellence – putting further stress on academics.
    Changing attitudes

    Improving mental health literacy among academics – including symptom identification, self-care practices (such as engaging in physical activity), and knowing where to seek support – is one potential strategy. Like the work being done with students, academics need information about mental health and help to change their attitudes towards seeking care.

    One study found that academics who were more physically active and meeting the recommended guidelines of 150 minutes of moderate or vigorous intensity activity every week, were more likely to report higher levels of well-being and lower levels of distress.

    But telling academics about physical activity is not enough and changes to the university environment are needed to support behaviour change.

    The creation of physical activity options for staff, including social walking groups, free exercise facilities, and heavily subsidised cycle to work schemes, may help. Using physical activity to connect people around mental health, similar to England Athletics’ Mental Health Ambassador Programme, may further provide support. And increased physical activity isn’t something that would only help academics, everyone on campus could benefit.

    Poor mental health among academics has serious consequences in terms of the future of universities. And if nothing is done to promote good mental health, we will continue to lose academics because of burnout. This could lead to a decrease in the standards of teaching and research – at a time when the UK arguably needs them most.

    https://theconversation.com/more-academics-and-students-have-mental-health-problems-than-ever-b
    #université #étudiants #santé_mentale #santé #travail #universitaires

    v. aussi:
    https://seenthis.net/messages/601011

    • How academics can improve their quality of life

      At a time when stress and mental health issues are endemic within universities, Erin K. Wilson considers the small steps she is determined to take in order to be part of the solution.

      Two years ago, I acknowledged that my academic work was seriously affecting my health. Indeed, I had to. I had no choice.

      In 2012, I relocated from Australia to the Netherlands to take up a position as the founding director of a research centre. This role involved transitioning from politics and international relations to a Faculty of Theology and Religious Studies. I worked intensely for five years, researching, presenting at conferences and teaching; designing new educational and research programmes; organising seminars and workshops; taking on policy work with supra-national European institutions and foreign ministries. I spent my evenings, weekends and holidays writing grant applications, book chapters, journal articles; preparing course guides; editing books and journal issues. In 2017, I moved directly from this role to head of department. This, in hindsight, was a mistake.

      The signs were there well before I eventually admitted it. For six months, I had not been sleeping. For over 12 months, I would wake in the middle of the night sweating, my heart pounding, hands shaking, teeth grinding, for no apparent reason. I became irritable, snapping at friends, colleagues and loved ones. I knew I was overreacting to inconsequential things yet was unable to stop myself. I couldn’t find joy or fulfilment in anything. Colleagues and friends were deeply worried about me but felt powerless to do anything.

      In the end, the acknowledgement that I was not OK came in the middle of an impromptu, informal conversation with my dean. He came to speak to me about arranging additional administrative assistance for all heads of department. In order to organise it, he asked me for a list of tasks that the assistant would undertake. That short list, which would not have taken more than 10 minutes to put together, and would have resulted in additional support, was the proverbial last straw.

      “It’s just one more thing I have to do,” I said, as I began to cry, uncontrollably, overwhelmed by the seemingly insurmountable expectations and demands of academic life.

      I am privileged to be in a supportive workplace, and immediately received the assistance I needed to rest and recover from years of working myself into the ground. Many others are nowhere near so fortunate.

      My story is in no way unique. I’ve encountered this never-ending work pressure in both Australia and the Netherlands. Colleagues in the US, the UK and elsewhere also recognise it. This culture is taking a severe toll on people’s physical and mental health, from students to established senior scholars. It is discouraging many of the brightest and most talented thinkers and researchers from pursuing academic careers.

      That academia requires total commitment is in essence taken for granted. Examples from many different disciplines highlight the same stresses as contributors to this relentless work culture:

      · Constant pressure to publish

      · Increasing instability and insecurity of academic positions. I spent the first seven years of my academic career on temporary contracts, after a protracted and traumatic PhD experience. Many colleagues have spent far longer in unstable employment

      · The demand that we be academic superheroes, able to do everything from teaching to marketing, despite little if any training in anything except research

      · The pressure put on families and relationships by one partner having to live in another city, country or continent in order to have meaningful and relatively stable work (frequently with consequences that more detrimentally affect women)

      · The constant grant application cycle, with deadlines at the end of vacation periods, meaning researchers use their holidays to write proposals, instead of taking an actual break.

      These pressures are familiar to most academics, yet there is no doubt that they are systemic and there seems little prospect of relief any time soon.

      In the Netherlands, following advice from the Commissie van Rijn, funding will be redirected to technical universities from general research universities, reducing staff capacity and undermining the quality of education. This funding reallocation takes place alongside planned 2020 budget cuts to the Dutch education sector of nearly €150 million (£130 million). At a cross-continental level, the new European Commission does not have a commissioner for research and education. These areas have been subsumed under the broader portfolio of “innovation and youth”. In the draft EU 2020 budget, more than €400 million have been cut from Horizon 2020, with the European Research Council alone losing almost €200 million from its annual budget. Meanwhile, back in my native Australia, the government announced that it would be cutting almost A$350 million (£188 million) over the next three years from university research funding.

      In this ever-widening climate of financial scarcity and job insecurity, it’s no wonder that early and mid-career researchers are working themselves to the bone just to have a fighting chance of staying in the game. Many scholars are giving up and walking away entirely – and that should worry us. Impoverishing research and education damages our societies and weakens our democracies.

      Huge structural shifts are certainly required to address these broader constraints. At the same time, I wonder whether we are also somewhat complicit in these pressures. Academia is shrouded in prestige and mystique, more like a vocation than a career. Yet endowing it with an almost sacred quality contributes to sustaining unhealthy working cultures: if you aren’t prepared to devote your evenings, weekends and holidays to writing and research, then maybe you should reconsider whether you are cut out to be an academic. It is these cultural dynamics internal to academia that we have some power to change.

      I have spent a lot of time thinking about how to navigate these pressures as I transition back into full-time work. It’s an issue that’s recently become more urgent, since I accepted the position of faculty vice-dean and director of teaching. One of my main priorities is to avoid reproducing the cultures and behaviours that made me ill in the first place. It’s not easy. These behaviours and cultures are deeply entrenched. Financial pressures on universities can make it impossible to implement change.

      Sometimes, though, it is not about what is possible. It is about who we are, who we want to be, what we want our universities to be, holding fast to what we value, even (especially) when those values are under threat or entirely absent. I want to go home at the end of each day knowing that, regardless of the outcome, I have done what I can to create an environment where people feel secure, protected and valued. In my view, this can only enhance the quality of our research and our education.

      I don’t pretend to have the answers for how to do this without broader systemic reforms as well. Nonetheless, I do have some steps that I am trying in places and spaces where I do have some control and influence:

      1. Resist the 24/7 work culture. I try as far as possible not to work evenings or weekends. If for some reason I have to, I take time off during the week to compensate. I encourage my colleagues and students to do the same. Rest and relaxation are as important for good scholarship as time spent actually working.

      2. Promote and value diversity. I would like to see diversity sensitivity and implicit bias training introduced throughout my university, and indeed the sector as a whole. Yet even now, when hiring or promoting people, for example, we can make sure we consider the whole picture. What is their life outside work like? What caring responsibilities do they have? What circumstances, including discriminatory structures and practices, may have affected their ability to write, apply for grants, hold demanding leadership roles?

      3. Advocate for greater security and stability in employment contracts. A colleague of mine, who has been on short-term contracts for many years, was recently offered a permanent job. When the faculty concerned offered it to her, they honestly admitted that they had funding secured for only the first two and a half years, but they felt that offering her a permanent role was “the ethical thing to do”, and they would figure out how to make up the shortfall. They chose to do what was right for the person, not for the budget.

      4. Allow people to choose their own priorities in research, teaching and social engagement. As far as possible, don’t insist that people teach subjects they know nothing about or apply for grants before they’re ready. There are, of course, times when we all have to do things we don’t want to do. Yet such efforts and sacrifices should be acknowledged, honoured and compensated in some way, not just expected and taken for granted.

      5. Promote transparency and open communication.Decision-making in higher education can be opaque and exclusionary. While this is intended to shield staff from worries about broader political and economic trends, it can leave them feeling disempowered. Involving all staff in discussions about present and future challenges can generate energy, community and solidarity to work together to address them.

      6. Get involved with political actions to support academia and other social and political causes. Academia can feel like a solitary environment. Joining action groups, or even just wearing symbols of solidarity at work, can remind us that we are part of a global community of scholars committed to resisting unrealistic work pressure while upholding quality education and research. One such symbol is the red felt square, which first appeared as part of student demonstrations against tuition fee increases in Montreal and has since become a central component of protests against funding cuts, workforce casualisation, mounting workloads and commercialisation in Dutch academia.

      7. Build relationships and support networks with colleagues. I am lucky to have a wonderful group of supportive colleagues. We discuss ideas about research and teaching, share life struggles, talk about issues that really matter to us.

      8. Ask for help. I use these support networks when I am struggling, and support others when they are. We need to remove the taboos that prevent people from acknowledging that they are not OK, ask each other how we’re doing and get help when we need it.

      9. Take time to look after ourselves and our families. I try to exercise every day, have a healthy diet and get enough sleep. I try to spend regular quality time with my husband. I started singing lessons. We need to make time for the people and things we love and that give us joy.

      These are small measures and not always easy to carry out. Yet they can make a real difference in themselves and lay the groundwork for the systemic changes we would like to see. It is, after all, in the small places and spaces that our work and our lives happen. That is where we have power for change and where, I believe, the most necessary and most revolutionary change can occur.

      https://www.timeshighereducation.com/features/how-academics-can-improve-their-quality-life

    • @freakonometrics a twitter ce dernier article :


      https://twitter.com/freakonometrics/status/1199646026879176704

      J’ai réagi ainsi :

      Merci d’avoir ht ce texte. Je ne l’ai pas commenté sur seenthis, mais je trouve le titre problématique : ça met l’accent sur les actions individuelles des chercheur·es pour améliorer leur qualité de la vie au lieu de pointer du doigt les responsabilités institutionnelles.
      La première cause de la dégradation de la qualité de vie des chercheur·es = diminution des ressources et la gestion néo-libérale des #universités.

      Et j’ai reçu, d’une collègue aux Pays-Bas, une réponse qui ressemble fortement à ce que j’ai écrit... Non pas en réaction à l’article ci-dessus, mais en réaction à la mise en place, à l’Université d’Amsterdam, d’une « semaine anti-stress ». Le texte est simplement parfait, je me permets donc de le reproduire ici, sans mentionner l’auteur à qui je n’ai pas demandé si je pouvais le diffuser :

      "The week of 11th of November is the week of work stress. It is the week where the university brings out its petting puppies, makes you bikeblend your smoothie, and has you beat a few djembe tunes to let go of your stress. Some might argue that it is a nice gesture of the employer, but we of the FNV in the OR find it a slap in the face of the employee. It adds insult to injury.

      This waste of money again shows that the faculty is not taking work pressure seriously. We said it last year, and we said it again this year: “stop monkeying around and actually deal with the causes of work pressure”. Work pressure is not that difficult. There are either too many tasks for the number of people, or there are not enough people for the number of tasks. So the answers are also simple. If an organization is financially healthy, you hire more people. If the organization is financially unhealthy, you are stuck with reducing the tasks. There is no rocket science involved.

      Yet as you can see in this week of work stress, the faculty seems keen to responsiblize the individual for the work pressure he or she is experiencing. This leads to offers such as time management (we just received an email that there are two spots still available), yoga, and mindfulness. But these are just bandaids ("lapjes voor het bloeden" as the Dutch expression goes) that obscure the structural faults of the system. There are too many administration processes. There is too much institutional distrust that you are not doing your work correctly leading to for instance to ’jaargesprekken’ being moments where you defend yourself instead of discussing how you would like to grow as an professional. There are criteria for promotion that seem to change during the process. We have to accept budget cuts in our teaching programme while at the same time the faculty wants to start new programmes that make new claims on budget and staff.

      Recently, our support staff at EOSS was confronted with a report that was framed as research about the high work pressure they are experiencing. Yet it actually placed all the blame at the staff of EOSS and suggested their so-called inefficient work and non-conformance to instructions from management was the cause of their work pressure. Another signal that work pressure is not taking seriously by management and the individual employee is again responsibilized for his or her work’ stress’.The Works Council will keep pushing the Faculty and the UvA to make meaningful structural changes that address work pressure instead of blaming the victim. Namaste"

      #stress #anti-stress #stress-management #yoga

    • ça me met mal à l’aise ce genre de semaine... oui, ça reconnaît un problème, mais ça reste du maquillage ! c’est comme l’université qui dit d’un côté qu’il faut avoir une pensée écologique, mais que de l’autre imprime des stocks énormes de brochures sur papier glacé pour les portes ouvertes, ou qui te refuse des subventions si tu ne fais pas venir des stars à un colloque qui viennent du bout du monde pour 2 jours ! « The Works Council will keep pushing the Faculty and the UvA to make meaningful structural changes that address work pressure instead of blaming the victim » oui, entièrement d’accord... et après ?

  • The Whitewashing of “#WhitePeopleDoingYoga” – Mother Jones
    https://www.motherjones.com/media/2019/10/white-people-yoga-sf-asian-art-museum

    Intéressant récit du conflit entre un musée blanc (mais chut !) et un #artiste indien américain qui dans son œuvre met en lumière l’appropriation culturelle du #yoga (disparition des visages indiens, marchandisation et exotisation de leur art, etc.). Un cas d’école.
    #art #musée #racisme #blanchité

    That was it: My experience with the Asian Art Museum was an exercise in watching white people work out their identity on the back of mine. The platform they seemed to give me, it turned out, wasn’t actually for me—it was for them, a way to fashion my Brownness into something they could wear.

  • Lille : une militante anti-secte relaxée après avoir été attaquée en diffamation M.D. - 17 Juillet 2018 - france3-regions
    https://france3-regions.francetvinfo.fr/hauts-de-france/nord-0/lille/lille-militante-anti-secte-relaxee-apres-avoir-ete-atta

    Présidente d’une association de lutte contre les dérives sectaires (la #CAFES), Charline Delporte a été relaxée ce lundi après avoir été attaquée en diffamation par une association de méditation.

    "Ca va même plus loin qu’une relaxe puisque notre demande de dommage et intérêts a été acceptée", précise Jean-Yves Moyart, l’avocat de la prévenue.

    Charline Delporte va toucher 1 000 euros de la part de l’association, l’Institut #Heartfulness, après qu’elle ait réussi à prouver que la plainte était de mauvaise foi et qu’elle s’appuyait sur des éléments insuffisants.

    Jean-Yves Moyart se dit satisfait de cette condamnation "dissuasive" qui pourrait décourager d’autres sectes de poursuivre sa cliente en justice pour des motifs similaires.

     

    En relation avec une secte
    Le début de l’affaire remonte à septembre dernier, quand la responsable associative reçoit une lettre d’assignation, poursuivie pour "diffamation publique" par un l’Institut Heartfulness, qui organise des ateliers de « #méditation du coeur" à Lille.

    Quelques semaines plus tôt, Charline Delporte avait commencé à se renseigner sur cette association, après que l’une de ses connaissances lui a signalé des agissements étranges. Elle découvre alors que l’Institut Heartfulness est en relation étroite avec la secte "Shri Ram Chandra Mission".

    Cette secte figure sur le rapport parlementaire de la commission d’enquête sur les sectes de 1995 comme l’un des mouvements pouvant "être qualifiés de sectaires", ainsi que sur le dernier rapport de la Mission interministérielle de vigilance et de lutte contre les dérives sectaires (#Miviludes).

    Ce dernier rapport indique ainsi : "Grandes promotrices du #développement_personnel inspiré des techniques orientales, des organisations multinationales comme la "méditation transcendantale", Shri Ram Chandra Mission, ou la "Libre université du Samadeva", côtoient des structures créées par des Occidentaux "initiés", mais aussi des individus isolés dont certains bricolent des formations à partir de quelques stages qu’ils ont eux-mêmes suivis."

    La présidente de la CAFFES décide alors d’avertir le propriétaire de la salle où l’Institut Heartfulness organise ses séances et ce dernier suspend immédiatement la location. L’association porte plainte quelques semaines plus tard pour diffamation publique.

    Selon Me Laurent Klein, avocat de l’association, le rapport parlementaire de 1995 n’est plus idoine. "Toutes les personnes qui font du #yoga ne font pas partie d’une secte. A l’époque, c’était nouveau, les gens étaient méfiants. Aujourd’hui, la pratique du yoga s’est étendue, ça n’a plus rien à voir avec ce qu’on pensait que c’était il y a 20 ans", ajoute-t-il.

    L’audience s’était ouverte le 5 juin et le jugement a été rendu ce lundi soir, donnant raison à la militante anti-secte.

    #Lille #religion #femme

  • Online #woocommerce Booking System for your #yoga Classes
    https://hackernoon.com/online-woocommerce-booking-system-for-your-yoga-classes-f97bf5837adf?sou

    Yoga has become one of the best and most popular fitness trends nowadays. It empowers people’s spirit and boosts health to a wholesome level. People all around the globe are adopting and incorporating yoga into their lives. And as a consequence, the demand for good Yoga studios have increased a lot. Many yoga studio owners including yoga teachers, fitness experts and even business owners have started to build group sessions.Somehow, many owners are facing a difficulty to cope up with the number of people signing up for the classes. This increase is good news for their income, however, it is a tedious job to manage multiple groups and classes. Moreover, manually managing the schedules of these groups is yet another challenge that studio owners face.So, to automate and streamline the (...)

    #woocommerce-yoga #yoga-booking-system #booking-systems

  • Zen, un jeu d’enfant (Élodie Garamond & Lise Bilien)
    http://editionsflammarion.flammarion.com/Albums_Detail.cfm?ID=50222

    Nos enfants sont aujourd’hui surstimulés, agités (écrans, loisirs, école…) ;le yoga est sans doute le moyen le plus efficace pour les aider à se recentrer vers le bien-être et vers eux-mêmes. Avec une approche très ludique axée sur l’imitation des animaux, les auteurs proposent aux parents de partager des séances de #yoga avec leurs enfants en fonction du moment de la journée, quand ils ont besoin de se calmer, ou au contraire de se défouler, pour qu’ils « s’enracinent » ou s’ouvrent aux autres. Ces moments de communication, verbale ou non, permettront d’avoir un vrai temps d’échange, d’écoute et de complicité pour un développement harmonieux de l’enfant.

    #éducation #zen #développement_personnel

  • http://www.b-a-m.org/2016/04/o-s-le-syndrome-du-bien-etre

    [O-S] LE SYNDROME DU BIEN-ÊTRE

    Emission du 29 avril, vous êtes accro à la salle de sport ? Vous ne comptez plus les moutons mais vos calories pour vous endormir ? Vous vous sentez coupable de ne pas être suffisamment heureux, et ce malgré tous vos efforts ? Alors vous souffrez sûrement du syndrome du bien-être. Tel est le diagnostic établi par Carl Cederström et André Spicer. Ils montrent dans ce livre comment la recherche du bien-être optimal, loin de produire les effets bénéfiques vantés tous azimuts, provoque un sentiment de mal-être et participe du repli sur soi. Ils analysent de multiples cas symptomatiques, comme ceux des fanatiques de la santé en quête du régime alimentaire idéal, des employés qui débutent leur journée par un footing ou par une séance de fitness, des adeptes du quantified self qui mesurent – gadgets et applications à l’appui – chacun de leurs faits et gestes, y compris les plus intimes… Dans ce monde inquiétant, la bonne santé devient un impératif moral, le désir de transformation de soi remplace la volonté de changement social, la culpabilisation des récalcitrants est un des grands axes des politiques publiques, et la pensée positive empêche tout véritable discours critique d’exister.

  • Yoga Joes – The Colossal Shop
    http://colossalshop.com/products/yoga-joes

    Created by yoga practitioner Dan Abramson in an attempt to get more people interested in yoga, Yoga Joes are here to keep the inner peace. Each set includes 9 Joes in various yoga poses. Get ready to be all that you can be in the yoga army.

    #armée #yoga

  • L’Inde se dote d’un ministre du #yoga
    http://www.lemonde.fr/asie-pacifique/article/2014/11/10/l-inde-se-dote-d-un-ministre-du-yoga_4521213_3216.html

    Le chef du gouvernement indien, Narendra Modi, a nommé dimanche 9 novembre au soir un ministre du yoga, dans le cadre d’un important remaniement ministériel visant à accélérer les réformes après son arrivée au pouvoir en mai.

    M. Modi, strict végétarien et fervent adepte du yoga qu’il pratique quotidiennement, a chargé l’ancien ministre du tourisme, Shripad Yesso Naik, de la promotion des médecines et pratiques traditionnelles, telles que l’ayurvéda, le yoga, l’unani, le siddha et l’homéopathie.

    #culture #société #santé

  • #yoga? Heavyset and Black Women Need Not Apply
    http://africasacountry.com/yoga-heavyset-and-black-women-need-not-apply

    What is it with the appropriation of yoga by white women—and skinny white women in particular? It’s like they all idolise the spare body of the nut-brown yogi who practices in his cave retreat, but want to ensure that they do it in clothing intended to show off their wealth, their superior style, and their […]

    #General #Hot_News #MEDIA #OPINION #PALAVER #body_fascism #Jen_Caron #racism #XOJane

  • Les Londoniens sortent danser...avant d’aller bosser
    http://fr.myeurop.info/2013/12/13/les-londoniens-sortent-danseravant-d-aller-bosser-12713

    Christelle Granja

    ‎Ça s’appelle #morning_glory, et c’est un nouveau #club londonien. Un de plus... mais ici, on se déchaîne (sans alcool) dès 6h30 du matin. Pyjamas acceptés. Repéré sur le site d’El País

    Ni un before ni un after, le morning glory est un objet festif non identifié : on n’y boit pas d’alcool (mais du café ou des jus de fruit) et on s’y lire la suite

    #REVUE_DU_WEB #Insolites #Royaume-Uni #clubbing #fête_à_Londres #fête_sans_alcool #London #yoga