The Digital Circle celebrates 10 years of work and we want to take a moment to celebrate!
The Digital Circle started in 2016 and since then we have been exploring, testing, and prototyping digital tools for permaculture. Over the years, many people have contributed to this work. Some have helped with websites, servers, systems, documentation, research, governance, community support, tool testing, open source advocacy, hosting, troubleshooting, and countless behind the scenes tasks that often go unnoticed but make the work possible.
To all past and present contributors: thank you.
The Digital Circle exists because people keep showing up to ask difficult questions about technology. Who owns the tools we use? Where is our data stored? What happens when community infrastructure depends on extractive platforms? How can we make digital systems easier to understand, easier to maintain, and more aligned with care for people, care for the Earth, and fair share?
Within the circle, there is also a micro-enterprise team: supporting permaculture projects, organisations, and aligned initiatives with practical digital services, including ethical hosting services, Nextcloud collaboration spaces, app development, tech support, digital infrastructure advice, and guidance on open source tools.
This work is rooted in open source and free software, open hardware, privacy-first tools, resilient systems, renewable and lower-energy hosting, and appropriate technologies that serve communities.
You can learn more about the Digital Circle and its services here:
At the moment, the Digital Circle is also actively contributing to the Grow Project through several connected areas of work:
CollectiveImpact, GRP1 Through our Permaculture Convergence Aggregator team, we are participating in this research project which includes building a repository of existing permaculture research and contribute to buildling a collective impact framework elevating permaculture as a viable answer to today’s global challenges.
EthicalSoftware, GRP2 Continuing the Digital Circle long-standing work of researching, testing, and promoting ethical digital tools, including open source alternatives that better match permaculture ethics.
PermaGlobalSpace, GRP3 Contributing to the development of shared digital spaces where permaculture practitioners and aligned projects can connect at a strategic level, collaborate, and find each other across regions and borders.
Community Owned Startup Incubation, GRP5 The Digital Circle Services is supported to develope our Micro-Enterprise through participation in the Community Owned Startup Incubation programme identifying areas for improvement and investing time and energy to address these.
DigitalLit, GRP8 Building digital literacy is a core activity for the Digital Circle so that more people in the network can understand, choose, and use ethical digital tools with greater confidence.
Techservices, GRP9 The Digital Circles offers practical technical support and digital services to CoLab members, circles, projects, and aligned organisations that need reliable, ethical infrastructure on a day to day basis.
Digital infrastructure shapes how we communicate, how we organise, how we share knowledge, how we build trust, and how accessible our work is to others. The Digital Circle helps provide the ethical tools to do so. If you are interested in ethical digital tools, open source software, digital infrastructure, appropriate technology, or supporting permaculture projects with practical tech skills, you are warmly invited to join the CoLab and our circle, or send us an email to contact@thedigitalcircle.org to inquire about our services.
Thank you to everyone who has contributed to this work over the years.
First published on Medium – Aug 20, 2022, written by Aimee Fenech
Bringing my question whilst being myself, listening with my experience, my identity, my context and my emotional state.
When the starting point may already be laborious, in cases where we already know before sitting at the table that there is no shared language, for example, making it necessary for ground work to be done before any debate can really commence.
Even when we think we have a shared language, it may transpire that in fact we need to do the clarification work as we go along and to keep checking in to ensure we are on the same page.
If we take, for example, the term abortion, many of us will have our own understanding of this, and we use the word in our discourse as advocates for and against access rights to this procedure. Now consider that different countries legally allow for the termination of a pregnancy up until different stages, and here comes the use of additional terms in order to distinguish between these late-stage terminations at x weeks and early-stage terminations before x weeks. The weeks here are a determinant clarifying term in that as a people we share an undisputed understanding of the 7-day week. Early stage by itself is again not specific enough. Another scenario to consider is an incomplete miscarriage, which is when the pregnancy is terminated by the body, but the fetus is not expelled, and therefore a procedure is needed to remove the fetus. Here’s an example where clarification for an unfamiliar term is provided; that’s not to say it couldn’t benefit from further clarification.
This process of clarification is essential to build a common base of understanding. Often public debate is not based on a common understanding and this is where a lot of energy is spent without arriving at any reasonable conclusion other than: “someone is wrong on the internet”. People shouting over each other, we leave debates with contempt and anger with each other and we perpetuate this over and over again.
Keeping abortion here as an example, this is critical because laws are defined to limit or increase access to this procedure. In some places, no type of abortion is legal, but people protest and express the right for access rights to be introduced as a right to health care.
Creating safe spaces on common understanding
Sitting with the other in discomfort is hard, but if we build a common base, there is already a part of us that feels safer, more grounded and perhaps more ready to be in conversation rather than waiting for the other to finish to have our turn.
Forming words and expressing ideas in a space which feels safe may bring to light things that may not be expected, even to ourselves.
Expressing how it feels in our body and how it reminds us of our experience brings people into a relational space, and this creates a container for being personal. For a more in-depth position beyond the expression of ideals and beliefs merely as a statement, but as a perspective built from experience.
Being present and sharing that for example: “Hearing you talk about your ideals and what that means to you, reminds me of the time when…. Hearing you say that I feel…”
What on your side are your troubled by and what do you find of value on the other side? —
Acknowledging that our position may not be totally for or totally against positions, but more nuanced in that we may agree on the yes when situations arise and not when limitations arise. Although we may advocate for a particular position, we may acknowledge that we still have questions, and we still need clarification to identify with these specific parameters.
For example, we may acknowledge that ethical production and consumption of food is something we advocate for, but we acknowledge that defining these parameters and the support needed around that needs further and more lengthy debate. Indeed, diverse action depending on the context, perhaps even an overhaul of the agri-food industry, and perhaps even economic and financial systems that need significant changes to get to the ideal state of ethically sustainably grown produce for all.
If we put the topic on the table and ask, “What if we view ourselves as a being that is not entrenched in the cause and rather view ourselves as independent individuals with our experiences that arrive here with curiosity?”, how might that change our experience of the debate? How do we see the other who is arriving here in the same spirit?
Below is a link to a podcast bringing together opposing views into a generative debate.
Aimee Fenech is a permaculture teacher and student, she is co-founder of Eco Hacker Farm and a project manager at Finca Verde where Permaculture principles are applied on a day to day basis. She is an experienced teacher, group process facilitator and public speaker, an advocate and activist for open source, open knowledge and passionate growing permaculture into the world. Within the International Permaculture CoLab she is an active members of many projects, circles and micro-enterprises.
First published on Medium – Aug 19, 2022 & Written by Aimee Fenech
In a world full of distractions, how are we doing at listening? When we listen, what is it that we are hearing? What questions are we asking to better our understanding?
I recently enrolled in a course by Krista Tippett on the Art of Conversation hosted on Acumen Academy. I quite like the format of the course on this platform and have to admit I am a fan of their high-quality content. I do not get anything for saying that, by the way, in case you think I am getting any benefits from promotion. The course is self-paced with no deadline, with around 2 hours of video content.
The premise of the course is to find new ways to foster dialogue across our differences including politics, religion, experience and other divergences.
Better questions for better debate
What is a generous question? How do we elicit a response from people’s better selves? How do we build questions in reflection?
Start with recognizing the context. Who are you talking to? What are they going through? What is their reality?
What do you mean by X? — The art of clarification
Particularly useful when we do not have a shared language or use words that others may find triggering in diverse social spaces. Acknowledging that diverse groups and different individuals mean different things with terms that may feel inflammatory to us, to recognize our embodied reaction and taking a moment to check in with the other about their meaning.
What makes you hopeful? — Tapping into the positive part of very difficult situations even in disagreement
What frightens you? — perhaps remember that intention here matters, are you asking out of care and wanting to understand?
Shining a light on emotions may give us a common ground on which to empathise with the other, as humans share hopes and fears often in common. Humanising the other as a reflection of self.
Staying in relationship even when we disagree
We can have relationships with people whom we don’t agree with, because maybe you don’t want to, but you need to in order to co-exist.
What do I admire in the position of the other, that I can honor even if I do not agree with the other?
Staying in relationship requires acknowledging that despite our differences we have our similarities and enough trust to talk, agree and share insights around those things that we do agree on.
Aimee Fenech is a permaculture teacher and student, she is co-founder of Eco Hacker Farm and a project manager at Finca Verde where Permaculture principles are applied on a day to day basis. She is an experienced teacher, group process facilitator and public speaker, an advocate and activist for open source, open knowledge and passionate growing permaculture into the world. Within the International Permaculture CoLab she is an active members of many projects, circles and micro-enterprises.
At the heart of permaculture is a commitment to care for people, the earth, and ensure fair share. But how often do we reflect these values in the way we write and communicate?
We’re excited to share a new resource that will help you do just that: Inclusive Writing in Permaculture – A Handbook to Simple and Respectful Communication, generously created by Mayi Lekuona, a permaculture designer, educator, and co-founder of Maïa Permaculture Cooperative.
This beautifully crafted guide is now available for free download in English, French, and Spanish.
Why Inclusive Writing Matters
Inclusive writing is more than choosing the right words. It’s about ensuring that our messages are accessible, respectful, and welcoming to everyone—regardless of their background, abilities, or language skills. In a global community like ours, the way we communicate can either build bridges or unintentionally exclude.
This guide will support you in:
Writing clearly and avoiding jargon
Using gender-neutral and bias-free language
Honouring cultural and linguistic diversity
Making content accessible and visually clear
Applying permaculture principles to your communication
It’s practical, easy to follow, and full of actionable advice you can apply immediately.
A huge thank you to Mayi Lekuona for creating and sharing this valuable resource with the permaculture community under a Creative Commons license. Her work reminds us that inclusivity starts with intention and everyday actions—like the words we choose.
Find More Resources Like This
This guide is part of a growing collection of practical tools, guides, and handbooks designed to support permaculture practitioners, educators, and community projects. You can explore more resources like this in the Downloadable Resources section of our website.
Flowchart of RC Pathways developed by Siobhan Vida Ashmole for Gaia U
Beginning in 2023 the Permaculture Colab sponsored Andrew Langford, assisted by Vida Ashmole, both of Gaia U International, to work-up online Re-evaluation Counseling (RC) training opportunities for members of the Colab.
The initial plan was to organize a novel 4 part online training including a free introduction run by RC colleagues who have developed a valuable 3 hour OMBRA training (see graphic above for the meaning of OMBRA), available once a month.
This was to be followed by a 3 module version of the Re-evaluation Counseling Fundamentals that a student could start by entering any of the 3 modules thus providing 3 starting points per cycle. An infographic seeking to explain the format of this online RC training can be seen above.
It is important to note that RC trainings are regulated by the International RC Community (IRC) and that the format of the training is indeed novel in several aspects according to the IRC. Careful, extended negotiations between Gaia U and the IRC, mediated by the Area Reference Person for the Sacramento and Foothills RC Community in California, USA and the supervising Regional Reference Person for this Area have been necessary. Andrew Langford is a member of the Teachers and Leaders group in the Area RC Community and is a Credentialed RC Teacher. The IRC, with its regional and area offices, takes a good deal of care to ensure that teachers and their training offerings meet IRC standards.
Landing pages for the training were built on the Gaia U website, the training advertised across the Colab 6 weeks in advance of the start date of the first module, an enticing blog post was written and published offering full scholarships but the take-up was surprisingly slim. We had probed, then sensed and, as a result, determined that an entirely new response was called for.
This new response has taken the form of offering the RC training as a one-to-one option. That is, Colab members who are ready to engage, get to learn RC basics in the first place through one-on-one sessions with Andrew Langford. Dates and times to suit the learner are arranged via online messaging and no-one needs to wait for a viable course cohort to emerge. This is as friction-free a process for the learner as we can currently imagine and requires significantly less administration effort.
Folks signing up for one-to-one process so far show rapid progress. As clients they access and get to work on healing their chronic material at an accelerated rate compared to folks in multi-person classes and their counseling skills also develop fast.
Once they have the fundamental concepts in mind and have shown the capacity for practicing these effectively, they are invited to connect with other Gaia U trained RC practitioners. This route enables people to begin building a support network of RC allies besides their teacher whilst, in turn, they also become valuable RC resources for their allies. This mutuality, the capacity to act as client and counselor, is a cornerstone of RC peer-to-peer practice. By these means we go a long way to: –
eliminating the steep affordability barriers found in many other mental health practices
contradicting the common hierarchical relationship of therapist/client and
emphasizes the view that everybody can reclaim adequate power to thoroughly regenerate our ecosocial relations
These are potent outcomes that enable folks to become ever more confident to: –
take increasingly bold, thoughtful risks in their work-in-the-world,
rapidly recover their spirits when faced with set-backs and disappointments,
know that their RC colleagues have always got their back
while all the time clearing up any distresses that might be holding them back.
To enquire about accessing this flexible format for Re-evaluation Counseling training please WhatsApp Andrew at +1 805 610 0899.
Andrew Langford, co-founder of Gaia University, is an unusualist and possibilist blending small-scale living with large-scale systems thinking. The author of Ecosocial Design, he champions participatory transformative action un/learning. Andrew is a member of the Teachers and Leaders group in the Area RC Community and is a Credentialed RC Teacher.
Note: This article veers off wildly from my learnt writing style of trying to create a cohesive narrative with limiting sentence structure and instead explores the plotlines & images my mind was drawn to over the course of this work, without trying to overexplain my thoughts. In celebration and experimentation of finding my own neurodiverse voice I have made no attempt to ‘correct’ these to ‘pass’ as neurotypical – this work is much more how my brain experiences different threads – a single word prompting a jump to a different stream. For a more cohesive (and longer) read- see my resource on the tools and practices we explored during the course. I have also left other ‘mini articles’ in the report which I did not have space for here.
As a child I was lucky enough to have been homeschooled by my mom, Belinda Merven, who is a truly excellent educator. We would choose how to structure our days- picking from various subjects and topics we wanted to explore based on our interest. We had a curriculum to follow, but if we wanted to hyperfocus on maths for the whole day and do only art the next day it was allowed. Heck, it was encouraged!
My favourite topic was always science and nature play. Growing up on what I now recognise as a prototype of an organic, polycrop permaculture-styled farm, I had access to an incredible range of nature experiences. If we were learning about trees- we had an adventure to find as many different types of leaves as we could (acacia, lucky bean tree, stinkwood), we would then organise them into categories and learn the names of different leaf types (compound bipinnate, simple cordate, simple oblong toothed), then create trees which were part art project, part botanical illustration. I was fascinated by the adaptation of nature to fit into the environment (how acacias had millions of tiny leaves to deal with hot dry conditions in the South African veld), and by the relationships between different species (the tree providing shelter for the birds who would grow up to eat and distribute the the tree’s seeds).
Looking back, my Mom and I both had formative experiences around this time- for me she enabled a deep and lifelong curiosity and love of learning; and a learning experience centred on how my brain and body worked. For my mom, she discovered a love of teaching through teaching my brother and I, which she later pursued as her vocation.
Through the contrast of my experiences at ‘normal school’ I was able to see the stark differences in how most children’s brains were moulded. There was no customisation, niche construction, or design thinking. We were 30 nameless, faceless bodies filling seats, our minds equal and empty to be filled up with history and chemistry and lessons on how to be a ‘good citizen’ in our fledgling democracy- taught by people who were still grappling with what this meant for themselves.
My mom’s IT classroom in the High School she taught at, is again a contrast. I feel like many of her students were likely neurodiverse. Unable to cope with the monolithic rote-teaching and being disciplined for not learning in a socially-acceptable way; they would thrive in her relaxed and practice-oriented environment. Although cliche, it seems computers were a safe haven where neurodiverse students could finally feel intelligent because they were allowed to work with headphones on, stim and fidget, and emphasis wasn’t placed on outward social confidence – or who was on the rugby team. Her classes felt more like an office in Google than the learning-by-force of her peers. My mom is now a highly celebrated teacher, with many certifications and awards, as well as teaching IT at one of the most progressive schools in the country – but my measure for her success is the grown men who stop her in the grocery store, teary eyed, to thank her for saving their lives during highschool.
My mom never had any training in neurodiversity-inclusive ways of teaching, although through conversation we now suspect we both might be more neurodiverse than anyone had realised. She never had any training in permaculture either, but through instinct, creativity, a deep connection to the earth, and a mind which could see logical patterns in nature and business and education she created flexible, thriving, interconnected, organic spaces on our farm and in her classrooms.
Working through this course I recognise my mother in her genius of positive niche construction, understanding interest-based nervous systems and using INCUP to motivate her students (and herself), using tools like mindfulness to teach us how to downregulate our nervous systems, always building confidence through a strengths-based culture, creating spaces of belonging – especially for the most marginalised, understanding stimming as engagement with interoception, being trauma-informed and engaging with the challenges she faced through a post-traumatic growth lens. It’s humbling to find the language to describe our shared experiences, and yet still those experiences go beyond the siloed theory into a space of living a deeply connected and vibrant life; and basing life and educational design on deep engagement and connection which results in more honest observation. More than that I can attribute my mom’s genius to her own wildly different brain, and a certain disregard for society’s illogical norms; and I am glad she had the courage to follow her own innovative and creative ways of understanding the world. In this way she embodies what a strengths-based view can do for a person who embraces their own brain-strengths and lives authentically.
It’s very interesting to be alive in a time when (as neurodivergents) instead of being marginalised, made to feel stupid, or categorised as diseased and disordered; we are being given language to explore and explain the things we have done always, to survive in a world not designed for us. I want to emphasise, we have always done these things. No academic researcher can claim or own the techniques and tools here, they belong to the community and have been co-developed through generations of testing. My own mother is a pioneer in neurodiverse education research, but you won’t find her name on any academic reports (She was also a pioneer as a woman running a financially viable, polycrop, mixed animal, mostly organic, permaculture farm/homestead; but you won’t find her referenced in any design manual – a topic for another day). Just like her, how many millions of us have contributed to the design and thinking and innovation which makes our world so interesting? Are we creating spaces for all these voices to be heard? Or are we limiting their genius through a restrictive environment and demanding intelligence only shows up in the clothes we are used to?
I’m moved to make space for giving thanks and celebrating the excellent work of the CoLab in granting me the ability to access this course, to give me the space and time to really dive into the findings and reflections throughout, and to hopefully have created something of deep value which can help us all build self-organised spaces which are more inclusive of all diversities. I also want to thank my co-course-navigation partner Jyo, who through her own brave and defiant voice gave me the courage to explore and reveal my own mind’s workings and musings. It’s been a truly nurturing & healing experience to experience this course together as a marker of the progress we are making, and of how far we still have to go.
Links and references can all be found in the report here which dives into the tools, practices and theory of the Wired Differently course on how to create inclusive workspaces for neurodiversity. Please do explore this resource – if terms here are unfamiliar they can be found there (as well as many links for further reading on this fascinating topic). You may need to become a CoLab Member (it’s free!) to access this.
Lastly thanks to my mom, Belinda Merven, who gave me permission to write about her, and for the grounding in my own brain strengths which allows me to explore the world in such a unique way. You can follow her on LinkedIn Here
Siobhan Vida Ashmole is a neurodiverse permaculturist and entrepreneur based in rural South Africa. Her focus is on creating resilient organisations capable of rising to the challenges of the transition to a regenerative future. Vida has worked in ecosocial entrepreneur education, regenerative agriculture and conscious business coaching and development.
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