“You’ve got to do something radical”

The final chapter touches back on the stories of veteran activists Wendy Barranco, Phoenix Johnson, Monique Salhab, Monisha Ríos, Stephen Funk, and Brittany Ramos DeBarros to consider the future of Veterans For Peace and About Face within the larger field of national and international movements for peace and social justice. The chapter touches on the state of the current intergenerational dialogue taking place in these organizations, and ends with a critical analysis of how the intersectional praxis of a new generation of progressive activists holds the promise of bridging the struggle against militarism and war with other large issues of the day, including climate change, global pandemics, and the continuing violence of economic, racial, gender, and sexual injustice.

Memory and educational planning. Interaction, proximity, and intergenerational dialogue spaces

Education and training generate stories crossing personal, cultural and territorial identities. Storytelling nourishes the bonds and relationships between individuals and communities and keeps them alive, with an approach that empowers them both. In this sense, stories and tales mark territories that define interrelationships, build a sense of belonging, connect individual and collective memories, define boundaries and draw policies. When designed for educational purposes, stories and re-elaborations of experiences that have marked the life of the territories can become tools for self-construction and reconfiguration, shared community memory and intergenerational dialogues. This contribution presents the initiatives promoted at the ‘Casa della memoria operante’ in Palermo, which has been the seat of the Centro Studi Borsellino since 2018.

Walking Softly in the Bush: Apprenticing to the Earth in an Ecological Curriculum

In this piece, we conceptualize walking in the bush as an act of ecological apprenticing. Even after many years of learning/teaching, we also attune to the limits of our knowledge, seeing ourselves as continually evolving in our practice of nurturing more ethical and responsible apprenticeship relations, both out in the bush and in the classroom. Together, we write about places in the bush that are sacred to us, places around the Nicola Valley and the Nehalliston in the interior of British Columbia. We undertake a holistic and relational dialogue, grounded in life writing and literary métissage (Erika Hasebe-Ludt, Cynthia Chambers & Carl Leggo, 2009). We interpret the work of an ecological curriculum through four interrelated concepts of apprenticing: 1) as a sustained and lifelong, imperfect and unfinished practice; 2) as learning/teaching through sensory heartful attunement; 3) as teaching/learning through wonder; and 4) as a gift which creates relationships and obligations (“bound by legal agreement”). Drawing on Vern’s lifelong pedagogical work of “walking in the bush” and Jodi’s poem entitled “Huckleberry Prayer,” we undertake an intergenerational dialogue around an ecological curriculum as an act of apprenticing to the Earth.

Watching and talking about AIDS: Analog tapes, digital cultures, and strategies for connection

This paper is a conversation between activist videomaker Alexandra Juhasz and writer and organizer Theodore (ted) Kerr that explores the contemporary role of AIDS activist videos from the past.. Key to the text are ideas around history, technology, time, and community. Together they discuss and enact intergenerational dialogue, what to do with the imperfection of archives, and strategies for shared looking at the history of HIV through epochs. Their conversation is focused on a community created tape from, Bebashi — Transition to Hope, a Philadelphia non-profit.