[Joseph Kenney]

hi, i share your thoughts.  this session was a definite eye opener

[Joseph Kenney]

the 2 pdfs regarding bri will deepen my understanding as i incorporate the info into my crossingboundaries2020 unit.

[Joseph Kenney]

hi, i can see my learners making those connections, too.

[Joseph Kenney]

thank you for the resource.  the topic is one i never considered.  i'll review the video & probably incorporate into a lesson:}

[Joseph Kenney]

the issues of religion, ethnicity, social control through AI all stood out through the videos/live discussion. while the focus was on xinjiang & the Uyghurs, i was enlightened regarding chinese jews & china's relationship w/ israel.  i was hoping for further insight regarding Falun Gong.

i just watched a documentary, red gold, which featured china's growing dominance in the tomato concentrate global market.  xianjiang is china's epicenter.  china's Uyghur policies & the flooding of hans into the area as a form of cultural genocide was highlighted.

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[Joseph Kenney]

hu, thank you for the source material.  i'm reading george bao's writings.  i willl incorporate the info into my unit on extreme poverty in a global context.  we have chinese students/teachers/guides visit duarte hs for the past 3 yrs.  usually, i'm frequently asked about my salary/benefits.  when i told them my info & that my salary/benefits was public record, the typicaol reaction was shock/amazement.  they were always reluctant to compair.  now i know why.

[Joseph Kenney]

hi, what a fantastic opportunity to have that real world connection to draw upon.  i'm sure it really brings the content "alive" for you.  very cool

[Joseph Kenney]

hi, i had a similar thought regarding the broad nature of religion.  like you, though, i'm rethinking including specific religious connections specific to china based on the videos/webinar.  thanks for the thought:}

[Joseph Kenney]

hi, your connection to Gremany is beyond powerful at many levels. glad i could be a nudger:}

[Joseph Kenney]

Giant Wild Goose Pagoda or Big Wild Goose Pagoda (Chinese: 大雁塔

I toured this pagoda in 2005 when I visited China.  During my self-guided tour, I came across a hand crafted red swastika for sale.

While I teach Social Science, I was unaware of the historical background, especially its connection to Buddhism.  That quickly changed when a resident monk educated me to the original meaning.

I followed up with further research.

Cultural appropriation is a timely topic.  I will incorporate the swastika to my existing lesson as another example.

I will also use the indepth overview of Buddhism from both videos to enhance my lesson.

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[Joseph Kenney]

https://www.nytimes.com/2020/06/22/arts/music/k-pop-fans-trump-politics.html?searchResultPosition=3

hi, i'm familiar with K-Pop through my learners, as well as visiting chinese students to duarte hs.

a very amazing global phenomenon that appears to be taking on a political activist focus in America.

[Joseph Kenney]

hi, i teach 12th grade gov/econ at duarte hs, duarte, ca ( los angeles).  for the past 3 yrs, we have had chinese students attend DHS.  the last cohort was january 2020 from a school 40 miles south of Wuhan. i visited China in 2005.  i have participated in numerous USC U.S.-China Institute events

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