Dust

Nini Lungalang is an important voice in Naga poetry. She taught English and classical music in Northfield School, Kohima, Nagaland. In the poem Dust, she voices the experiences of numerous Naga brothers and sisters who have lost their lives.

Jaadoonagri (Wonderland)

Kumar Unnayan, Centre for Community Knowledge, Ambedkar University Delhi wrote Jaadoonagri (Wonderland) for the session on Day 2:Reading/Writing/Re-writing/Telling/Re-telling using objects/prompts, 20 December 2019.

Street Food in Dakar & Suburbs (3): What to Cook

For some vendors the entire preparation chain is a very serious matter, and therefore personal, especially for reasons related to Muslim (halal) precepts:

Brainstorming the Impact of Urban Life: Classroom Discussions

In the class, I asked my students that “how does the increasing degree of urbanization change the next generation’s view on localized cultural identity? And how should we as anthropologists collaborate with the community?”

In the class, I discussed on the concept of urban life and then I asked the students to think about the ways in which they all could engage with Taungthaman Village to understand the impact of urban life.

Talking to Elders About Trash Segregation

We spoke with the village leaders about putting trash systematically and we gave them some dustbins to implement segregation. We discussed with them to know their knowledge of putting trash systematically.

Weaving luntaya acheik (2): The Making of Myanmar Traditional Dress

The Saunders Weaving and Vocational Institute accepts trainees on per year/per month basis. There are regular as well as other vocational training options. In case a local organisation wants to set up a training school, then it can get in touch with the Institute. The educational qualification requirements of the Institute are limited to matriculation, middle and primary school levels. The trainees must be single and under 25 years of age. The numbers of trainees accepted vary between 5-50 depending on the course.

Fostering Waste Management in the Community (3)

In this picture, we can see that a person understood how to correctly the bucket. Most people did not have any problem in using the basket for dry waste. They understood that clearly. But we were facing problems in making people understand how to use the bucket for wet waste correctly. I was glad that this person had a clearer the idea what we had said. Fortunately many others also understood the right way to use the bucket eventually.

Fostering Waste Management in the Community (2)

Some people were not clear how the plastic bucket was to be used. Actually, this bucket is for wet waste and the plastic bag should be put in it first before putting trash in.

They used the bucket in wrong way as shown in the photos. We reminded them again, “the basket made with palm raffia is for dry waste and the bucket is for wet." We encouraged them to use it the correct way.

Fostering Waste Management in the Community (1)

“In the past, we would pack the trash in a big bag and threw it into the lake at night. When the flood would come, all of the trash would come back out with the water,” she said laughing.

We asked her then, “Did any of the elders (your parents, the governor of the quarter, etc.) say anything about it?"

She answered, “at that time, all people in the village did like that. We didn’t really care as other people did the same thing that I did.”

Tattoos and Patriarchy

For the Konyaks, tattoos are associated with traditional customs and culture which have their own distinct origin and significance and are called Huhtu or tatu in their language. The word ta means body, tu means to prick and ‘huh’ means ‘thorn’, which translates to pricking the body with thorns. The word huhtu is more commonly used among the Konyak Nagas over tatu.

Humanities across Borders

A Humanist Model of Collaborative Higher Education

Community