A Cloak for Courage in the Anthropocene

Research on and about queer people and topics in higher education continues to evolve, expand, and push boundaries on identity, policy, and programming, increasingly informed by our narratives and experiences. Thus far, this work has done little to dismantle the imposed binary of researcher and subject(s), relegating queer research and practice as something that is done ‘on,’ ‘to,’ or ‘for’ queer people, rather than ‘with’ them. Collaborative ethnographic methodologies and communities of practice (CoP) provide alternative modes of scholarship and practice that build queer people’s agency through active involvement in research and social change processes. Situated in two of our own examples, our purpose is to explore big questions and raise even more. This article calls for a further queering of LGBTQ research in higher education by utilizing collaborative methodologies such as CoP and collaborative ethnography to improve the strategies, practices, and knowledge of campus queer communities and imagining new democratic and liberatory realities together.

The uncertainty experienced at the beginning of this year 2020, as a result of the pandemic that started in China and has spread throughout the world, has forced the school to reinvent itself in an unprecedented situation, generating learning scenarios, old for some and new and forced for others. This situation has caused great confusion, since teachers and students were not sufficiently prepared, among other things, due to ignorance, lack of adaptation to new technologies, lack of connectivity and forms of online assessment, etc. Consequently, the implementation of effective pedagogical practices is very difficult. Given this reality, we cannot ignore that Information and Communication Technologies (ICT) are vital for education, but these must be accompanied by a gear of pedagogical elements. In this sense, this research proposes Collaborative Learning Methodologies through ICT as an effective model to improve learning in the classroom and promote continuous training among teachers. Although it is a generalizable area, our work has as a cultural, socioeconomic and geographic framework secondary education in the Dominican Republic. Specifically, the general objective of this study is to evaluate the ICT-mediated collaborative learning methodologies used by teachers in the technical professional and high school (secondary) modality in public and subsidized educational centers in Santo Domingo, San Cristbal and Villa Altagracia. A quasi-experimental design and a mixed methodology were used. First, through a questionnaire applied to 542 teachers with open and closed questions that evaluated teachers' conceptions, level of knowledge of ICT tools and collaborative practices with students and colleagues. The findings found indicated that teachers have a good understanding of collaborative methodologies, but needed more training in this area. As a pilot test, a training proposal was designed and implemented for 28 teachers, who improved their skills in these methodologies. As a result of this course-workshop, five teachers who participated in a case study were monitored. To monitor and evaluate the projects, the following tools were used to collect the necessary information to provide content to the case studies: teacher follow-up guide, observer guide and student rubric. The triangulation of the instruments indicated IV significant differences regarding student satisfaction and the teaching role. The better the perception of the students about the teaching role, the greater was their motivation.

The present study aims to examine the influence of teacher collaboration within professional learning communities (PLCs) and collaborative teaching practices on both the professional growth and academic achievement of students. The study employed a mixed-methods research design that incorporated both qualitative and quantitative research methodologies. This research comprises both survey responses and interview transcripts obtained from K-12 educators who are currently engaged in Professional Learning Communities (PLCs) or collaborative teaching methodologies. The findings of this study have the potential to enhance the existing literature on teacher collaboration and furnish educators, policymakers, and researchers with valuable perspectives to steer optimal strategies for promoting effective teacher collaboration in Professional Learning Communities (PLCs) and collaborative teaching approaches. The objective of the research is to investigate the influence of teacher collaboration within Professional Learning Communities (PLCs) and collaborative teaching practices on the development of professional skills and academic achievements of students. The results of this study underscore the importance of recognizing the advantageous effects that collaborative teaching methodologies can have on the academic achievements of students. This necessitates the provision of adequate time for collaborative activities, encouraging supportive leadership within educational institutions, and allocating sufficient resources for collaboration.

Over the last decades, territories have shown a continuous transformation and adaptation to social and economic relations in order to respond to global challenges. It is therefore indisputable the significance that regions, especially inland territories, play in promoting sustainable development and improving people's living conditions.In the inland territories of the country, it is possible to notice a special attention from municipalities to employ more integrated and innovative approaches, which confirms the importance of defining and adopting strategies to tackle challenges. These concerns highlight the need to better understand the interaction of communities, regional actors, companies and academic and public institutions as a factor for sustainable regional development.It also appears evident in this context, in addition to technology and science, the importance of the emergence of new knowledge practices that broaden processes of thinking, of developing new ideas and of generating innovative solutions. This approach enables us to view design as a practice or methodology which, besides connecting objects with social customs and standards, analyses and develops projects involving the participation of various individuals in a given design process.The ability to lead, analyse and interpret problems is increasingly intrinsic to the practice of design with the aim of solving and testing new ideas for a sustainable society.With this reflection we intend to understand how design can contribute to the development of innovative projects that foster the regional creative sector. To this end, this article analyses territory as a design object and examines how collaborative methodologies, focused on design and targeted at local communities, play an active role in the processes of solving the challenges of these territories.At present, inland territories have been found to have the ability to stand out for their innovative and creative profile, thus becoming excellent environments to sharpen the creation of concepts and projects supporting the idea of doing design for and with society.This document also aims to highlight the importance of the co-creation method applied to territory as an enabler of the relationship between people and places. The involvement inherent to the collaborative process provides a better understanding of the context and local needs, and allows the emergence of innovative solutions, thereby facilitating an integrated and sustainable development of the territory. In light of this, it is important to stress that the new paradigms of design are currently oriented to social concerns through an interdisciplinary and systemic vision, based on a holistic view deriving from more strategic approaches.In short, this article attempts to identify some collaborative practices for the definition and creative resolution of problems, as well as to understand the territorial dynamics and to better grasp the existing relationship between collaborative methods in design and territory management. It is our intention, as ultimate goal, to investigate the feasibility of these methods and their integration in the regional strategies of inland territories with the purpose of supporting and promoting territorial innovation.

Distributed leadership is increasingly desired in traditionally top-down organizations. This article bridges a gap between theory about distributed leadership, which addresses not only how leadership is exercised through collaborative practices, but also where and by whomit is undertaken. The idea of distributed leadership highlights the need for new and congruent development methodologies, without which calls for distributed leadership will flounder. Distributed leadership involves systemic change and cannot be achieved through individualized leadership development alone; people throughout the organization need to revise ideas about leadership, including top leaders. Top leaders need a safe learning environment that mirrors this new mode of working, offering opportunities for re-examining leadership and learning. Through an exploration of the psychological challenges of distributed leadership, a learning design that supports learning for distributing leadership is proposed. This incorporates attention to system dynamics and a collaborative learning methodology. It is illustrated by an example from school leadership.

The volume collect the proceedings of the 2nd Annual Conference of the Italian Association for Digital Humanities (Aiucd 2013), which took place at the Department of Information Engineering of the University of Padua, 11-12 December 2013. The general theme of Aiucd 2013 was “Collaborative Research Practices and Shared Infrastructures for Humanities Computing” so we particularly welcomed submissions on interdisciplinary work and new developments in the field, encouraging proposals relating to the theme of the conference, or more specifically: interdisciplinarity and multidisciplinarity, legal and economic issues, tools and collaborative methodologies, measurement and impact of collaborative methodologies, sharing and collaboration methods and approaches, cultural institutions and collaborative facilities, infrastructures and digital libraries as collaborative environments, data resources and technologies sharing.

ABSTRACTThis paper presents findings from an empirical study that investigated the learning experiences of deaf students in mainstream secondary classrooms, from teaching assistants’ (TA) perspectives. These findings indicate that effective collaboration between mainstream teachers and specialist teachers of the deaf (ToD) is required to ensure appropriate expectations of deaf students to support improved outcomes. A qualitative, collaborative methodology was developed that facilitated a trustworthy approach to the collection of data to represent TAs’ perspectives. The participants comprised 10 TAs, 5 mainstream teachers, 7 deaf students and 3 ToDs. Each TA had a minimum of three years’ experience supporting deaf students in mainstream classrooms. The TAs discussed their experiences in focus group discussions and semi-structured interviews. Interview data, generated by the other participants, served to validate the TAs’ perspectives of their working contexts. Consideration was given to how the TAs talked about learning and the challenges they perceived deaf students encountered, with particular emphasis on specialist knowledge and working relationships in the classroom. The TAs were explicit in their belief that mainstream teachers were frequently unaware of the challenges many deaf students experienced. Analysis revealed the degree of collaboration between mainstream teachers, ToDs, TAs and deaf students, and the limited extent to which specialist knowledge informed pedagogical and support practices.

• Collaborative self-study methodology was used to explore university-school partnerships. • Authors employed Communities of Practice and Landscape of Practice as theoretical lenses. • Multiple brokering practices can produce sustainable partnerships. The collaboration between universities and schools to address teacher shortages in under-resourced communities is a pressing yet underexplored area. In Australia and globally, the shortage of qualified teachers has been identified as a critical challenge, particularly in regional, remote, and poorly resourced urban areas. While Initial Teacher Education (ITE) providers have traditionally focused on preparing pre-service teachers (PSTs) for these challenging environments, such preparation often occurs in isolation from the actual school contexts where these teachers wilZl eventually work. This disconnection between university preparation and school reality has led to increasing calls for innovative partnerships that bridge the theory-practice divide in ITE. Taking this imperative into account, this paper explores effective knowledge-building and exchange practices that support the sustainability of university-school partnerships. Grounded in the conceptual frameworks of Landscape of Practice and third space, this collaborative self-study explores how university teams partner with PST networks and school communities to build and exchange knowledge in a non-hierarchical manner. This study has wider implications for how university ITE providers can engage in brokering practices to create enduring solutions for these schools with better prepared graduating teachers.

Purpose For social marketers to engage ethically and effectively with Indigenous peoples, universities need to equip students with appropriate professional capabilities. However, despite Indigenous authors emphasising self-determination and Indigenous-led models, social marketing models and professional capabilities omit this, creating a gap in the education of future social marketers. This paper aims to report the learnings gained from Indigenous and non-Indigenous scholars working collaboratively under an Indigenous-led framework to embed Indigenous perspectives in a social marketing subject with the aim to skill future graduates to work for and with Indigenous Australians. Design/methodology/approach Using a collaborative critical reflection methodology, the four researchers participated in a series of six discussions, supplemented by individual reflections. Analysis progressed in an ongoing and iterative process. Findings This study’s findings highlight the challenges and opportunities for higher education institutions to enhance the education of future marketers. Findings centred around three key themes: experience and adaptations made by non-Indigenous teaching team; support, guidance and frameworks; and positionality and transferability of the learning. Practical implications Practically, this paper concludes with a call for the development of frameworks and guidelines to support marketing academics embed Indigenous perspectives in higher education curricula and develop the skills and capabilities of future graduates. Social implications Equipping marketing graduates to work with and for Indigenous Australians promotes reconciliation and supports Indigenous self-determination. Originality/value This study’s originality stems from the use of collaborative reflective practice engaging both Indigenous and non-Indigenous educators to evaluate the implementation of an Indigenous Graduate attribute within the social marketing curricula.

The article focuses on the final years of my PhD research in which I (Bernadette) explored in-school professional learning opportunities with a group of teachers who were working to support collaborative teaching methodologies to allow pupils to take an active role in their learning. This was set in the context of the development phase of Cosán, the national framework for teachers’ learning in Ireland, in which the profession could examine what it would mean for them in the context in which they practise. Explicit in this framework is the emphasis on the growth of teacher professional learning to enhance student outcomes. Central to this is reflective practice. The reader will see how this research shows that our facilitated engagement in the process of reflection through ongoing, sustained, critical and collaborative conversations allowed us not only to celebrate successes but also to challenge values, beliefs, and assumptions about why we do what we do, supporting us to make conscious decisions about possible future actions. In taking ownership of our practice, we were motivated to take the risk to examine it and take collective responsibility for making a difference in each other’s learning and in the interests of improving student learning.

This article situates the adaptation of literature for the stage as a collaborative artistic practice and critical research methodology. We describe our experience of co-writing a play based on Christy Lefteri’s award-winning novel The Beekeeper of Aleppo (2019). As playwrights based in London and California, respectively, with life experiences rooted in Syria, the United Kingdom, and the United States, our collaborative process pushes against the borders of geography and our own identities. We share a belief in the power of theater for social change, and a desire to make visible the effects of inhumane immigration systems on refugees and asylum-seekers.

The interpretive ethnographic literature makes a strong case for new and experimental approaches to narrative, by documenting the interpretive practices through which social realities are created and observed. These stylistic textual forms create a context for a deep, emotional understanding of lived experience. During my PhD dissertation on intimacy construction and storytelling in everyday gay life, I used a collaborative storytelling methodology to write six narratives about the ordinary occurrences, practices, and emotive experiences gay men face in their interpersonal relationships. This article provides a critical reflection about my collaborative storytelling practices. My research identity and the construction of my reflexive fieldwork relationships had a profound effect on the way the stories were told, the layering of intimate disclosures, and the interactions between me and my gay male collaborators. Of particular interest are the insider/outsider researcher identities that emerged as a result of conducting this research in a British context.

Resistance Comes First:Pirate TV as Postmedia Activism Joseph Sannicandro (bio) HACKED TRANSMISSIONS: TECHNOLOGY AND CONNECTIVE ACTIVISM IN ITALY BY ALESSANDRA RENZI University of Minnesota Press, 2020 HACKED TRANSMISSIONS: TECHNOLOGY AND CONNECTIVE ACTIVISM IN ITALY BY ALESSANDRA RENZI University of Minnesota Press, 2020 A brash "self-made" billionaire with no previous political experience is elected to the nation's highest office, buoyed by a rising tide of populism. Sophisticated manipulation of the media stokes xenophobia and resentment toward elites. The chattering classes decry declining press freedom and the hyperpolarization of society, while supporters seem happy to toss a monkey wrench into national politics as usual. While this farce may now be familiar to American readers, the tragedy began for Italians in 1994, when Silvio Berlusconi first took office as prime minister. Berlusconi continued to dominate Italian politics through 2011 and whose specter still hangs over Italy even now, always seemingly one clever joke and a smile away from the news cycle. More important than Forza Italia, the center-right political party he founded prior to his first election, is Berlusconi's control of Mediaset, Italy's largest mass media company. The Economist calculated that, while in office, Berlusconi had "wielded influence over some 90% of Italy's broadcast media," the primary source of news for a majority of Italians.1 Berlusconi took advantage of the media liberalization that followed the widespread popularity of pirate radio during the 1970s, epitomizing the appropriation of resistance that would characterize his political career. But the politicization of the media in Italy certainly [End Page 194] did not begin with Berlusconi's conflicts of interest. Already in 1967, Umberto Eco recognized that "a country belongs to the person who controls communications,"2 and Italian activists have never ceased to make media production a prime terrain of contestation.3 In Hacked Transmissions, Alessandra Renzi provides a timely reflection on how activists challenged Berlusconi's media dominance. Through an immersive and historically thorough (auto)ethnography, Renzi explores the case of Telestreet, a decentralized network of pirate micro-TV stations that turned television into a collaborative epistemological practice with those marginalized by the media—not "representing" everyday life but incubating and organizing resistance through connective practices of coproduction. Renzi's genealogy of Telestreet finds its roots in the pirate radio movement of the 1970s, stretching through twenty-first-century digital television and social media. Telestreet intentionally describes its practice as connective rather than collective, making for a clever means of continuity that downplays what could otherwise become a technologically deterministic narrative. Renzi's intervention is not guided by the novelty of new media, but she instead carefully emphasizes "how people come together, work together, and change with technology" (4). The interrogation of connectivity extends to the study's method, as well as to its form. Hacked Transmissions "lays out a collaborative research methodology that puts processes of subjectivation at the center and attends to an ethics of connection and care" (2). One might not be surprised to find such language in an ethnography drawing upon fifteen years of participation, yet the conditions of activist research present unique challenges that necessitate such deep imbrication. Hacked Transmissions consists of an introduction, eight article-length chapters, and a short epilogue, a perhaps unconventional structure linked by what Renzi terms a "social movement energetics" (14). Coursing through multiple terrains of struggle, this focus on energy offers Renzi a way into the narrative that centers on neither specific individuals nor technologies. Renzi makes significant theoretical and methodological contributions to the study of activist media, while those not already predisposed to Continental philosophy will still find much of interest in her qualitative research. Her method of co-research benefits from the use of anecdote, personal stories, and a plethora of heterogeneous voices. The history of Telestreet's transformation from [End Page 195] "Indymedia-style to social-media-based production" has many commonalities to the experiences of other transnational media activists, while bringing to bear the unique contributions of Italian theory to the study of media, which Renzi articulates as connective activism, composition, and hacking (4). Many have argued that Italy is a political laboratory whose developments often anticipate those elsewhere in Europe and beyond...

This study analyzes the effectiveness of collaborative teaching and learning strategies to enhance student's educational experience and learning results. Collaborative pedagogy converts the traditional teacher-centered paradigm into a more participatory, student-centered approach, promoting active participation via group work, debates, and collective problem-solving. This study examines existing literature, case studies, and empirical evidence to evaluate the impact of collaborative approaches on student accomplishment, motivation, and the development of fundamental abilities such as critical thinking, communication, and cooperation. The study found that collaborative teaching and learning approaches are essential for strengthening comprehension, increasing information retention, and cultivating superior social skills. The benefits of peer learning, active engagement, and instructor facilitation are highlighted in cultivating a dynamic classroom atmosphere. The study underscores other problems linked to implementing collaborative pedagogy, including resource constraints, dominant teacher-centered cultural norms, and substantial class sizes, especially in poor countries such as Nepal. The acceptance of collaborative pedagogy in Nepal is increasing owing to continuing educational reforms and curricular modifications; nonetheless, many obstacles hinder its extensive implementation. The document emphasizes the need for augmented teacher training, greater infrastructural support, and customized teaching methodologies to use the benefits of collaborative learning properly. The results demonstrate that, when properly implemented, collaborative teaching-learning methodology may substantially improve educational quality and prepare students to confront real-world difficulties.

Thai Baan research was developed in the late 1990s as a counter-hegemonic, emancipatory means of knowledge production. Originally developed in the context of protests against a hydropower project, it aims at empowering socially and economically marginalized actors to create and represent their own knowledge and to regain authority in social struggles. This decolonial methodology, conceptualized by Thai academics in collaboration with non-academic actors, has remained largely unnoticed by Northern collaborative or transdisciplinary debates. Transdisciplinary research, although engaged in collaborative research designs, often remains silent on issues of power imbalances as constitutive of research processes. Criticizing the compartmentalization and limitation of academic knowledge production, transdisciplinarity realigns the scientific system of knowledge production to deal with ‘real-world problems’. During the last three decades, transdisciplinarity has unfolded into a collaborative and integrative methodology implemented in a number of fields, such as sustainability, public health, and development planning. This article systematically introduces Thai Baan and transdisciplinarity as two approaches to collaborative research practice. It introduces the context of their emergence, sheds light on the respective notions of knowledge and science, and discusses their respective methodological designs. It is argued that both would benefit from a stronger epistemological foundation in decolonizing, liberating philosophies of science to enhance collaborative action, overcome North-South divisions, and foster global dialogues in emancipatory knowledge production.