Help us think of top secret amazing international femme spies throughout spacetime

Order seeds and cuttings!!!!

https://docs.google.com/forms/d/1YHnLkNcTRHYoEfZAgEgyuWLWGWaS-Sxqk-oHMvnIx-8/edit

Because our content is coordinated mainly by-and-for severely disabled and severely affected community members and core organizers across this Intuitive network, what we finally publish on our public platforms is a very small fraction of what is being offered for broadcast and added on a day-to-day basis to our knowledgebase.
For physical safety and honorable relationship with those bearing the greatest burden of harm and invisible violence, it is our intention to share as much as we can in our public platform publishing and public media broadcasts. This effects survivors' circumstances directly in powerful and positive ways.
Where we still fall short, we can improve with your help.
All media skills are immediately requested and deeply appreciated.
When you assist us in publishing what survivors' groups compile each day, you contribute directly to situational stabilization, recovery potential, and collaborative success with those experiencing most extreme hardships.
There's a lot to learn, tremendous joy, and lasting satisfaction in applying oneself to these worthy efforts.
Contact @IntuitiveMedia through comments or message @maxmorris directly on Telegram messenger, or email max@intuitive.pub, to be introduced to our network.
https://t.me/IntuitiveMedia/42

Do nearly all organized spiritual communities exclude severely disabled trafficking survivors?
Do nearly all organized trauma recovery resource hubs exclude severely disabled trafficking survivors?
Does nearly all safe food resourcing exclude severely disabled trafficking survivors?
Do nearly all shelters exclude severely disabled trafficking survivors?
Does nearly all in-person care resourcing exclude severely disabled trafficking survivors?
This couldn't be the case.
Could it?
https://t.me/IntuitiveTraffic/1965

Diving into GDTF!

Gesturing Toward Decolonial Futures

GCE Otherwise:
In Earth’s CARE
dispositions / learning objectives

The “In Earth’s CARE” curriculum proposes a set of dispositions for a pedagogy of everyday life organized around the five dimensions of transformative justice/wellbeing:

• Cognitive justice/wellbeing (healing and transforming our patterns of thinking)

Deepening analyses of historical and systemic forms of violence
Critically examining assumptions, desires and complicities in harm
Thinking in multiple layers acknowledging tensions and paradoxes at the intersection of different histories, contexts and worldviews
Responding in generative ways to teachings that challenge one’s self image
Making space for and relating generatively to the unknown and the unknowable
Disinvesting in arrogance and desires for totalizing knowledge, superiority, certainty and control.



• Affective justice/wellbeing (healing and transforming our patterns of feeling)

Developing the capacity to be in discomfort and to accept uncertainty without feeling overwhelmed or irritated
Learning to access the unconscious and to sit with internal complexities, paradoxes and contradictions
Identifying and starting to compost individual and collective projections, attachments, traumas and insecurities
Learning to interrupt intellectualizations in order to sense, relate and show up differently to oneself and to the world
Processing emotions and accessing and releasing pain without narrative framings
Disinvesting in desires for consumption and individualism



• Relational justice/wellbeing (healing and transforming our patterns of relating)

Learning to form genuine relationships without idealizations (projections, instrumentalizations and romanticizations)
Exploring different possibilities for being and relating not grounded on shared meaning, identity or conviction
Feeling part of a wider metabolism (planet/land) and collective body (group/community)
Experiencing the difficulties and complexities of ethical engagements and solidarity from a space of accountability
Learning through difficult events with humility, compassion, generosity and patience
Going through the difficult work of mobilizing visceral responsibility



• Economic justice/wellbeing (healing and transforming our exchanges)

Interrupting patterns of consumption (of stuff, knowledges, experiences and relationships) as a mode of relating to the world
Decentering yourself and centering collective needs (doing what was needed rather than what one wants to do)
Interrupting patterns of entitlement coming from social, economic and/or racial privilege
Interrupting calculations (based on self-interest or utility maximization) in order to give and receive differently
Learning to practice economies based on abundance, reciprocity and redistribution



• Ecological justice/wellbeing (healing and transforming our relationship with the cycles of the wider metabolism of the planet that we are part of)

Manifesting education from a space where humans are not separated from the land/planet
Reflecting on the challenges of co-existence from different perspectives, including those of non-human beings
Grappling with the complexities of addressing complicities in ecological harm
Opening up possibilities for adjacent possibilities of thinking, relating and being
Developing stamina and resiliency for the slow and challenging work that needs to be done in the long term.

Four Dispositions for Crossing Borders

“The straw hat requires an attitude of attentiveness, of being present and of reverence to ’being taught’ that may seem counter-intuitive to the direction formal schooling has taken us (focusing on compliance, ‘safety’ certain knowledge, tests, etc.). Therefore, the tool suggests that, in order to genuinely enlarge possibilities, schools should teach about all dispositions, as well as the contexts where the dispositions are most useful (and when they might not be), having in mind that the straw hat is probably the most difficult to teach, possibly the most relevant (given the intensification of global crises) and certainly the least practiced in educational institutions (especially in our given our historical context)."

Summary:

Fenced house: staying home and protecting the house – perception of real or illusory threat (defensiveness)
Caravan/RV: crossing borders carrying the comforts of your home with you and looking at the world from tinted windows that reflect your own image more than what is outside (ethnocentric projective empathy )
Tent: getting out of the caravan into a campground (glamping) that makes you feel like you have “arrived” somewhere and that you re open because your tent is unzipped, but you can only allow inside your tent what fits the tent’s structure and keeps it relatively comfortable for you: no mosquitos or dirty shoes inside! (selective openness and curiosity)
Straw hat: encountering the world in its plurality and indeterminacy with only a thin script of knowledge as protection from the weather (the hat); sleeping in the sun and the rain; being naked and open to discomfort (decentered and disarmed “presence”)

Diving into GTDF!

Hospicing Modernity!

https://t.me/MaeveIPR/60-64

🔊🍾 @MaeveIPR • Goddess Temple • Priestex Access Portal • IPR https://t.me/MaeveIPR

Top of channel: https://t.me/MaeveIPR/1

The conversation continues.

https://t.me/c/1749744388/472

these and related ideas, if not by the names below, are showing up a lot in a range of conversations and community spaces lately. the second one caught my eye. amzing work of interbeing going on! there's lots more here: https://decolonialfutures.net/house-of-modernity-zine/


Compensatory Desires

As we engage in the production of value for the validation and worth of our existence through intellectual, affective, and material economies established by modernity, our desires are allocated accordingly. For example, our harnessed fear of scarcity is turned into a “positive” desire for accumulation, our harnessed fear of impermanence becomes a desire for mastery, certainty, consensus, coherence and control. Our fear of incompetence becomes a desire for authority, and our fear of insignificance becomes a desire for external validation, community (on our terms) and universality/normalization.

Perceived Entitlements

Enacted within and dependent upon the continuity of the house, our compensatory desires become naturalized entitlements that mark and limit our ability to face and navigate the complexities of the social, economic, political and ecological crises that worsen as the house cracks. For example, the desire for accumulation is enacted as an entitlement to property, the desire for mastery is enacted as an entitlement to autonomy and stability, the desire for authority is enacted as an entitlement to the arbitration of justice, the desire for validation is enacted as an entitlement to admiration, innocence, virtue, execeptionalism, self-authorship (demanding that the world sees you as you see yourself) and leadership. These entitlements calibrate our hopes and fantasies sustaining colonial addictions and trapping human life-force within the collapsing house.