This document discusses discovering and sharing stories of British colonial influence in India and the English countryside. It references projects exploring Indian heritage sites in Sheffield and the Peak District of England. It discusses the Hindu worldview of Edward Carpenter, including the concepts of universal consciousness and non-differentiation of nature. It addresses the neglect of ethnic minority histories and promotes traditional arts, languages and philosophies as being interrelated with the environment. It suggests roles for teachers, parents, students and community centers in choosing projects that strengthen cultural ties and intercultural thinking.

1. Community engagement in
National Parks
‘issues of relevance’
Heritage
Environment

2. Sheffield Abbeydale Industrial
Hamlet: Old advert displayed in
Manager’s room (2012)
What is the Indian story behind this
hamlet?
What are the Indian stories in
Sheffield?
What are the Indian stories in the
countryside around Sheffield?
A project to discover Indian
stories in the English countryside

3. BRITISH RAJ IN THE PEAK DISTRICT
Discovering, Recovering and Sharing Colonial Heritage
www.heritagehindusamaj.wordpress.com

5. Edward Carpenter workshop (2013)

6. Edward Carpenter Archive visit (2013)

7. Carpenter Walk (2013)

8. CARPENTER’S HINDU WORLDVIEW ON NATURE
The Universal Consciousness
 nature of UC

‘At rest everywhere’ ‘Indifference’ Equality’
[Tilleinathan Swami]
 Not in the form of Thought
 It touches, sees, hears and is all those things which it
perceives- without motion, without change, without effort,
without distinction of subject and object, but with a vast
and incredible joy.

Nature and Universal Consciousness – You are not
to differentiate yourself from Nature – speak of
external world as ‘I’. Non-differentiation is the final
deliverance
 Development of Universal Consciousness – Supress
seat of primary Consciousness – Be with Nature

From Adam’s Peak to Elephanta (E.Carpenter)

9. Neglected history of ethnic minorities in the
countryside
National amnesia (Cleall)
Invisible Empire ( Weymuss)
Geographies and Neglect (Seymour & Jones)
Eurocentrism ( Hobson)
What do we do now?
Intercultural thinking
on the environment
Educate, promote , strengthen culture
Method
Learn a traditional language, art, craft, philosophy
– its fun!

10. Why learn these things?
Links between traditional language/art/craft/philosophy and the
environment
- Interrelated and holistic (Convention on Biological Diversity)
Who am I addressing?
Roles & Responsibilities
Positive/proactive – Teachers/Gurus ; parents/adults,
students (choose extracurricular wisely), Community centres
(choose projects carefully, develop a vision)
Passive/Supportive – engaged/civic/co-production in Universities
international organisations, private enterprise
What do I do?
I am a traditional dance teacher who re-thinks her teaching methods and practice. I have a
responsibility to the art, to the environment and to our society (long-term), not just to
students and parents (short-term). See full details of my teaching innovation here
http://www.nandavana.org/#!learn-in-style/c1bln

11. Many Thanks!
Thanks and Acknowledgement
Heritage team - Photos
Nandagopal – Slide animations
HLF- Project Funding
Hindu Samaj Trustees – Support and Encouragement
Dr. Macer and Dr. Rai – Invitation to present at workshop
Peak District National Park Rangers, University of Sheffield and
Mosaic colleagues – for their support and enthusiasm
To many many others for their support!