Academic-practitioner collaboration with communities towards social and ecological transformation

In this article we offer a discussion around our academic-practitioner involvements with one another and with a targeted community, in relation to a particular project. In the title of the article, we have hyphenated the term to render fuzzy the distinction between “academic” roles (associated with...

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Bibliographic Details
Published in:International journal of transformative research 2019-12, Vol.6 (1), p.1-9
Main Authors: Arko-Achemfuor, Akwasi, Romm, Norma, Serolong, Lesego
Format: Article
Language:English
Subjects:
Adult Literacy
Agricultural Occupations
Community Development
Community wellbeing
Cooperatives
Food
Food security
Foreign Countries
Indigenous Knowledge
Relational knowing
Rural Population
School Community Programs
Sustainable Development
Sustainable future
Transformative Learning
Universities
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Summary:In this article we offer a discussion around our academic-practitioner involvements with one another and with a targeted community, in relation to a particular project. In the title of the article, we have hyphenated the term to render fuzzy the distinction between “academic” roles (associated with institutions of higher learning and with professional research) and the roles of “practitioners” operating and learning in the field in engagement with communities. In the article we detail our collaborations with one another and with a farming community in all undertaking (co)inquiries around options for social and ecological development. We explain how this fits the epistemological views as offered by Indigenous authors propounding an Indigenous research paradigm (with transformative intent) to generate visions of realities in-the-making, towards enhanced wellbeing in communities and towards a sustainable future. We provide a detailed example in the course of our deliberations.
ISSN:2353-5415
2353-5415
DOI:10.1515/ijtr-2019-0002