“Humanizar”: aprendizajes sobre alteridad, salud y futuro en una experiencia de investigación compartida

Transformative or Tokenistic?

Service user involvement in mental health research is on the international political agenda, for example mirrored by an emphasis on user involvement in funding of research. The idea is that service users contribute with their lived experiences of mental distress to the research process and thereby heighten the quality and relevance of the research. The purpose of this scoping review was to identify and evaluate empirical research of how mental health service users actually partake in collaborative research processes and to summarize this research in dialogue with mental health user-researchers. The review included 32 studies. Main findings indicated that actual involvement of service user-researchers in research processes encompassed a complex set of precarious negotiation practices, where academics and service user-researchers were positioned and positioned themselves in alternative ways. The review accounts for how mental health service users were involved in collaborative research processes. The extracted themes concerned: (i) Expectations of research processes, (ii) Contribution to research processes, and (iii) Training and learning from research processes. The study reveals that collaborative research in mental health requires changes to traditional research practices to create and support genuine collaborative partnerships and thereby avoid tokenism and power inequalities.

The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.

INTRODUCTION: The health of indigenous populations in Brazil is impacted by historical and structural inequalities, including language and cultural barriers, difficulties in geographic access, and the absence of specific public policies that respect their traditional knowledge. The biomedical model predominantly in the health system disregards the holistic approach of these communities, resulting in the marginalization of their ancestral practices and making it difficult to adhere to conventional treatments. OBJECTIVE: To investigate the impact of integrative approaches on the promotion of indigenous health and the valorization of their traditional knowledge. METHODOLOGY: This work consists of an integrative literature review, which used the PICO strategy to formulate the central question: "How can integrative approaches help in the rescue and valorization of traditional knowledge in the public health of indigenous communities?" The research was carried out in renowned databases, such as the Virtual Health Library (VHL), SciELO, PubMed and Lilacs. Articles published between 2018 and 2025, which were available in full and free of charge, in Portuguese, English, or Spanish, as well as official documents and ordinances, were considered. Duplicate articles and those that did not meet the pre-established criteria were excluded. RESULTS AND DISCUSSION: A survey revealed that, although there are policies external to indigenous health, their implementation still faces significant challenges, such as the lack of trained professionals to work in indigenous communities and the resistance to the integration of traditional knowledge in health services. Studies show that the marginalization of ancestral practices undermines adherence to treatment and increases the vulnerability of these people to diseases, including COVID-19. The valorization of shamans, pieces and the use of herbal medicines have proven to be a viable alternative for the construction of hybrid models of care. International experiences, such as in Canada and the United States, demonstrate that indigenous autonomy in health management can contribute to more effective and culturally attractive care. FINAL CONSIDERATIONS: The marginalization of traditional indigenous knowledge and the difficulties in accessing health services reinforce the need for more inclusive public policies adapted to the specificities of these populations. The strengthening of integrative approaches, combined with the training of professionals and the recognition of traditional practices, can contribute to a more humanized and efficient care. It is recommended that studies on the implementation of hybrid care strategies be expanded, ensuring greater equity and respect for cultural diversity in the health system.

A team of researchers undertook a collaborative qualitative study to explore beginning dietitians' life experiences and the meaning ascribed to those experiences in the context of dietetic practice. Data were collected using Seidman's three-step in-depth phenomenological interviewing method with 12 beginning dietitians who were graduates of the three participating dietetic programs. We outline the collaborative research process and highlight a writing and data analysis technique described as the collaborative retreat, a face-to-face, two-day gathering that facilitated the researchers' collective decision-making and organization, discussion, and analysis of this complex qualitative data set. Use of a listening guide aided researchers' understanding and interpretation of participant voices. Researchers concluded that the overall collaborative qualitative research process was positive and self-fulfilling, and that it resulted in multiple benefits for them individually and the research project collectively. Researchers were able to work through methodological and theoretical issues as these arose, with the assistance of technology, writing, listening, and dialogue. Relationship building and relationship maintenance emerged as factors critical to the success of the research process. Collaborative research teams that are committed to listening, writing, and dialogue will find that the collaborative retreat can be a productive site of knowledge generation and mentorship.

Literature clearly supports the use of data to support and drive school policy. Data can be immensely informative; however test scores are not the sole indicator of school effectiveness. To successfully implement a plan for data use, it is imperative to a provide climate of teacher buy-in and collaboration. Multiple sources of data should be considered collectively prior to making any judgment(s) about students, teachers, curriculum, or schools. Data use for effective decision-making is an on-going process that requires strategic planning and a long-term commitment. Over the past year, I have led the math department through a modified version of the steps identified in the “Using Data Project”, which piloted and field tested the “Using Data Process of Collaborative Inquiry”. As part of this project, one of the primary data sources we utilized was the ERB standardized test data from 5th through 8th grade tests, which are taken at the end of the school year. I will show how my school successfully implemented a collaborative inquiry process to inform classroom and curriculum decisions in mathematics. The collaborative inquiry process at The Dunham School had the following aspects: 1) high-quality, extensive data; 2) the collaborative team involved most of the math department on a regular basis; 3) standards were used extensively; 4) scheduled times and tasks were necessary; 5) this project fit the environment, served our recognized needs and had administrative involvement (including awareness, input, oversight, and expectations of deliverables).

This paper will discuss indigenous knowledge and epistemologies of health and well-being as essential practices to improving the health status of Aboriginal communities. These methods will be illustrated through the practice of Aboriginal midwifery and birthing practices currently being revitalized in Aboriginal communities. Indigenous knowledge of health, well-being, medicine, and healing practices have historically sustained the health and well-being of Aboriginal communities for centuries pre-contact. However, these traditional epistemologies of health and healing have been eroded through centuries of colonial oppression and the imposition of western scientific methodologies and legislation. Through decades of acculturation, much of the traditional knowledge of health, medicine and healing has been lost. However, a recent resurgence of traditional Aboriginal midwifery has occurred in an effort to retain, revive and restore the indigenous knowledge of Aboriginal communities. The revival of traditional Aboriginal midwifery has resulted in the development of Aboriginal birthing centres that blend traditional knowledge, medicine and healing practices with contemporary medical services, to provide culturally significant maternal care services for Aboriginal women and families. Currently, there are Aboriginal birthing centres and services in, Nunavut, Quebec and Ontario. The high quality of community-based maternal care, access to culturally significant health services - utilizing traditional medicine and employing traditionally trained Aboriginal midwives has shown improved outcomes, impacting community healing, cultural revival, and community capacity building. The traditional methodologies employed by Aboriginal birthing centres will be detailed to exemplify the significance of indigenous knowledge and epistemologies of health in providing improved health care services to Aboriginal communities.

Provision of safe water on reserves is an ongoing problem in Canada that can be addressed by mobilizing water knowledge across diverse platforms to a variety of audiences. A participatory artistic animation video on the lived experiences of Elderswith water in Yellow Quill First Nation, Treaty Four territory, was created to mobilize knowledge beyond conventional peer-review channels. Research findings from interviews with 22 Elders were translated through a collaborative process into a video with a storytelling format that harmonized narratives, visual arts, music, and meaningful symbols. Three themes emerged which centered on the spirituality of water, the survival need for water, and standoffs in water management. The translation process, engagement and video output were evaluated using an autoethnographic approach with two members of the research team. We demonstrate how the collaborative research process and co-created video enhance community-based participatory knowledge translation and sharing. We also express how the video augments First Nations community ownership, control, access and possession (OCAP) of research information that aligns with their storytelling traditions and does so in a youth-friendly, e-compatible form. Through the evaluative process we share lessons learned about the value and effectiveness of the video as a tool for fostering partnerships, and reconciliation. The benefits and positive impacts of the video for the Yellow Quill community and for community members are discussed.

The article highlights the promising ways of providing access to cloud-based platforms and tools to support collaborative learning and research processes. It is emphasized that the implementation of cloud computing services is a promising trend in the development of modern ICT pedagogical systems. The concept of cloud-based open learning and research platform is considered. The benchmarking studies of using ICT tools for learning and research within the pedagogical systems of higher education are fulfilled. The analysis and evaluation of the existing experience of using different types of software packages to support learning and research processes within the cloud-based environment are proposed. The issues of integration of knowledge-based services, language technologies and database network services within the open systems of learning and research are covered. A model of the cloud-based open learning and research collaborative environment involving the use of cloud-based components based on AWS virtual desktop, IBM Box, WPadV4 and other tools is substantiated. The reasonable ways of tools selection are considered and the prospects for their use within the cloud-based open learning and research platform in pedagogical systems of higher education are described. The research methods are the analysis of official international documents, publications on the subject of the research, observation, comparison, the analysis of the experience of using educational and scientific network packages, application of cloud technologies, benchmarking studies and experimental studies. Conclusions and recommendations encompass the application of cloud-based open learning and research technologies covering research platforms, scientific and educational network packages, and also cloud services for collecting, submitting and processing data as a promising trend in the development and modernization of the educational environment of higher education institutions and collaborative research.

The chapter focuses on the use of mGeo app (see Chap. 8) as a mobile technology tool to identify and mark sites of geographical investigation. These sites are also embedded with data and images in order to consolidate information and to mirror onsite environment conditions. The study of soil compaction and soil permeability along Bukit Timah Nature Reserve trails provides the basis of the geographical investigation. The aim of the geographical investigation is to establish the impact of walking along the designated trails and the building of concrete steps along the trail. The use of NIE mGeo provides a platform whereby students can immediately tag sites of investigation in real time with information and data that they have collected. It also provides a databank for future investigation by other students. The use of NIE mGeo can be replicated by other schools, and they can add on to the data collected, therefore allowing changes and trends of soil compaction and soil permeability to be analysed along the trails in Bukit Timah Nature Reserve for longitudinal studies. The consolidation of data by students will allow a form of active contribution to the ongoing learning process in geographical and scientific inquiry into the study of soil quality. The chapter will primarily discuss (i) the usage and representation of data on mobile devices in situ, (ii) collaborative inquiry processes in situ and the (iii) the role and pedagogical responsibility of the facilitator in the collaborative processes.

Within the past 10 years there have been an increasing number of calls for collaboration between researchers and teachers. A small but growing body of literature has begun to study the collaborative process. The purpose of this study was to examine the collaborative research process between an elementary physical educator (the second author) and a university researcher (the first author) and to describe what the process meant to each during our longterm collaboration. The study examines the effect of collaboration on both teacher and researcher. Standard participant observation methods with an autobiographical component were used. Two major themes captured the meanings of the collaborative research process: shared privilege and shared empowerment. These themes are discussed in relation to the research and literature on collaborative research.

BackgroundCollaborative or co-productive approaches in the field of mental health care research are often legitimized by the argument that researchers with lived experience of mental health crisis and disability (= LE) produce different knowledge as compared to those without these experiences At the same time, there is a lack of studies that report on the underlying collaborative processes and on how these processes affect the knowledge that is being produced. This manuscript describes a collaborative research process and how this process impacted the knowledge produced.MethodsThe collaborative research process entailed a multi-step coding process, using a variant of thematic analysis. To facilitate comparison, two code systems were produced, one by researchers with and the other by researchers without LE of mental health crisis and disability. Subsequently, the code systems of these two sub-teams were integrated into a single code system. To evaluate the potential differences between the code formations of the two sub-teams as well as the effects of their integration, three focus groups suceeded, composed of 1) psychology students as well as researchers 2) with and 3) without LE, whose results are at the core of this manuscript.ResultsThe focus group participants described extensive differences between the code formation of the researchers with and without LE – first in form, but also more substantially in the contents of both systems – corresponding to two distinct logics for understanding the implementation of PSW: an “institutional” and “interactional” logic. The integration process of both code systems was described as invasive, resulting in a final code system that more closely resembled the primary code system of the researchers without LE.ConclusionThe distinct logic of the two code systems can be thought of as distinct but complementary positions on the topic of PSW implementation. Such an explanation, however, falls short, as it silences the power relations and diverging interests and positions of the researchers involved. This is supported by what resulted from the integration of both code systems, resulting in the continuation of the logic of the researchers without LE. It is concluded that epistemic struggles and their knowledge politics require greater attention in the context of collaborative mental health research.

Climate crises necessitate adaptive, cost-effective, and community-driven strategies to enhance urban resilience. Tactical urban design, which includes temporary and experimental interventions, is becoming increasingly vital, particularly in indigenous contexts. This study explores the spatial agency approach within tactical urbanism, emphasizing low-technology techniques, indigenous knowledge, and decentralized design as active elements in transforming public spaces. It aims to review recent trends and alternative tactical strategies in indigenous settings while identifying the attributes and mechanisms that contribute to the creation of sustainable public spaces through spatial agency. Employing an interpretive qualitative methodology that includes case studies and content analysis, the research focuses on the Open-Air Lab in Dakar, Senegal (Codesign Lab, Paolo Cascone). This project, a small-scale public infrastructure initiative born from participatory design, exemplifies a hybrid model that combines traditional craftsmanship, low-tech digital fabrication, and environmentally conscious solutions. The findings indicate that framing spatial agency as an actor-network process brings marginalized actors and practices to the forefront, fostering empowerment, social synergy, and climate-responsive design. The study advocates for a shift in tactical urban design from ephemeral placemaking toward long-term, adaptive strategies grounded in local materiality, community engagement, knowledge systems, and decentralized networks. These insights reshape the understanding of urban adaptability and provide practical guidance for architects and planners aiming to create inclusive, climate-resilient public spaces in indigenous and Global South contexts.

This paper investigates the design and methods of English language teaching (ELT) curricula in the Brazilian indigenous educational context. Under Brazilian federal law, English is a mandatory curricular requirement for all, including indigenous students. This paper analyzes contributions relevant to the decolonization of English teaching in indigenous contexts from postcolonial theories on education, perspectives on decolonized ELT, and sociocultural learning theory. An argument is made for the development of ELT curricula and methodology in collaboration with indigenous teachers, in order to prioritize their communities, cultures, and traditional knowledge.

Water for the Seasons was a five-year collaborative research project which aimed to assess the climate resiliency of the Truckee-Carson River System, a snow-fed river system in the western United States. The collaborative research design featured iterative interactions involving an interdisciplinary research team and local stakeholders that produced climate science information identified by stakeholders as necessary to support adaptation to climate-induced water supply variability. This information included plausible climate scenarios to test the resiliency of the river system and models simulating hydrologic results to examine changes in water availability. In this paper, we present formative and summative evaluation data collected over the course of the project to determine the extent to which this collaborative research project met stakeholders’ climate science information needs. Results indicate that over a five-year period, the project: 1) co-produced new climate science information to support local climate adaptation; 2) consistently engaged stakeholders in research that facilitated social learning to identify innovative strategies to adapt water management; 3) provided iterative interactions between stakeholders and researchers to ensure resulting information services were useful to stakeholders; 4) combined diverse, practical stakeholder knowledge with rigorous scientific research to co-produce legitimate climate science information; and 5) effectively utilized Extension as a boundary organization to design, implement, and evaluate collaborative research processes and outcomes. Further empirical work is necessary to continue testing and standardizing metrics that illuminate collaborative research successes and failures, and to identify best practices that guide future collaborations to co-produce climate science information.