Watch what you say in Myanmar’s sacred forest

Watch what you say in Myanmar’s sacred forest

What’s a more powerful conservation incentive — a government jail or the wrath of a nature spirit? A shady path in a sacred forest in Myanmar. (Credit: Paul Spencer Sochaczewski)  This article was produced exclusively for News Decoder’s global news service. It is...

What’s a more powerful conservation incentive — a government jail or the wrath of a nature spirit? There are many ways to preserve wildlife. Correspondent Paul Spencer Sochaczewski ventures into Myanmar’s sacred forests to unearth the secret of conservation.

Exercise: Start a discussion on ways governments and communities can protect local flora, fauna and areas of natural interest. Read the article and discuss the suggested questions. Students should then undertake research to identify other examples of local folklore and community spiritual and religious beliefs affecting environmental conservation positively. Hint: Look to countries with a strong history of folklore and explore stories with links to the natural environment.

Of gods, kings and Nescafé

Of gods, kings and Nescafé

The fusion lifestyle of a modern tribal African. Sunset over Kampala, Uganda. (Credit: Goodman Kazoora/Getty Images)  This article was produced exclusively for News Decoder’s global news service. It is through articles like this that News Decoder strives to provide...

Navigating a world of preconceptions

Navigating a world of preconceptions

We carry complicated identities inside us. But others see only the outside and they carry their own biases. That can result in privilege or prejudice. A man holds a placard. Photo illustration by News Decoder.  This article was produced exclusively for News Decoder’s...

The way we perceive others and ourselves shapes our lived experiences and may result in privilege or prejudice. In this article, correspondent Jeremy Solomons reflects on his own identity as a Jewish man who grew up in England with Lebanese and Persian heritage.

Exercise: Read the article with your class. Then, introduce the Big 8 Identities as a framework for understanding the complexities of identity. Independently, students should identify their Big 8, then discuss the implications of these identities in small groups of three or four. Which elements of your students’ “Big 8” may grant them privilege or subject them to prejudice? How might this change given various cultural contexts? Note: A level of trust and comfort is required for this activity to run effectively. 

Religion