Transnational Research Collectives as “Constellations of Co-Resistance”: Counterstorytelling, Interweaving Struggles, and Decolonial Love

Settler colonialism and coloniality dominate and dismember the truths, the bodies, and the lands of the colonized. Decolonization and decoloniality involve intergenerational, embodied, and emplaced pathways of resistance, rehumanization, healing, and transformation. In this article, we uplift the healing and transformative power of transnational stories and embodied knowledges that are rooted in four research collectives: the Palestinian Resilience Research Collective (PRRC) in the West Bank; the Mapuche Equipo Colaborativo para la Investigación de la Resiliencia (MECIR) in Chile; the Community Action Team (CAT) in Boston, USA; and the Miya Community Research Collective (MCRC) in Assam, Northeast India. We, the co-authors of this article, are directly connected to these four research collectives. Across our collectives, we work to defend the right to exist, to belong, and to express our full range of humanity as racialized and colonized communities in distinct, yet connected, sites of struggle. Our transnational focus of this article is premised on a fundamental rejection of borders, even as we recognize the material and psychosocial realities of borders. In co-writing this article, we bring decolonial solidarity into life through “constellations of co-resistance,” a concept used by Indigenous scholars such as Leanne Betasamosake Simpson to describe complex connective fabrics across decolonial struggles. We share our reflections on three practices of decolonial solidarity that shine through each of our transnational research collectives as three constellations of co-resistance: counterstorytelling, interweaving struggles, and decolonial love.

Compassion: the legacy of the pandemic in rural schools and communities

Purpose The purpose of this paper is to demonstrate how rural schools and communities responded to the COVID-19 pandemic through compassionate care. Design/methodology/approach This paper provides “compassion narratives” (Frost et al., 2006, p. 851) from five educators (i.e. the authors) working and/or living in rural communities. Each narrative describes how compassion was witnessed and experienced from various professional positions (which include classroom teacher; building-level leader; district-level leader; special services director and school psychologist; and assistant professor of educational leadership). Findings The compassion narratives described in this paper demonstrate how various organizations and communities responded to COVID-19 through compassionate care. They also provide a lens for considering how rural schools and communities might sustain compassion in a post-pandemic world. Originality/value This paper extends disciplinary knowledge by considering the healing, transformative power of compassion within rural schools and communities – not just in response to COVID-19 but in response to all future adversities.

The EU's Transformative Power in Albania

South-Eastern Europe has always been a vital region with continuous socio-political changes. After the fall of communism and the wars that accompanied the disintegration of Yugoslavia, countries in the region turned towards the European Union. Upon signing the SAA, the countries of the Western Balkans, such as Albania, have had a green light to move forward in the EU's pre-accession process. As Albania works toward membership, how do domestic political actors in Albania (not) change their with agendas according to EU requirements? This chapter will address the puzzle of the transformative power of EU's conditionality in main political parties in Albania.

A Critical Assessment and Enhancement of Metrics for the Management of Scarce Human Resources

The effect of digitalization and its transformative power in all aspects of corporate strategies and organizations are visible everywhere. As leaders try to make sense of the “digital tornado” and prepare, try out, and set courses in new business directions, the authors propose to take a step back and focus on what is still at the core of corporate change – the people of your organization. In this chapter, the authors reflect on the forces and challenges that employees are facing in times of rapid and digitally driven change. They also mirror this, considering structural, sociological, and demographic change in the workforce, especially with regards to younger employees. They provide a set of fundamental metrics that can quantify the human resource strategy of an organization to derive measures which can be controlled via a DMAIC cycle. This contribution is an extended version of and includes an enhanced set of metrics to address challenges of digitalization and agile work environments. Further, approaches to possible solutions and first steps for an implementation in companies are presented.

Teacher Research as a Form of Critical Praxis

The aim of this chapter is to provide TESOL practitioners, undergraduate, and graduate students in language teacher training programs with both a conceptual framework of teacher research (TR) as a form of critical praxis and a practical guide on how to implement it in language education settings. Subsequent to the description of what TR consists of and how it relates—or it does not—to other forms of research endeavors undertaken by TESOL teachers, the chapter continues with an outline of the procedures and practices to be implemented in TR and concludes with some key recommendations as to the promotion and dissemination of it for a full and effective exploitation of its transformative power.

Reciprocal Innovation: A New Approach to Equitable and Mutually Beneficial Global Health Research and Partnership

Background: Global health researchers and partnerships often discount the potential for mutual learning and benefit to address shared health challenges across high and low- and middle-income settings. Drawing from a 30-year partnership called AMPATH that started between Indiana University in the US and Moi University in Kenya, we describe an innovative approach and program for mutual learning and benefit coined “reciprocal innovation.” In this paper, we define reciprocal innovation and identify its core principles with illustrative examples and describe building a reciprocal innovation program established in 2018 at the Indiana Clinical and Translational Sciences Institute (CTSI).Results: Reciprocal innovation harnesses a bidirectional, co-constituted, and iterative exchange of ideas, resources, and innovations to address shared health challenges across diverse global settings. The success of the AMPATH partnership in western Kenya, particularly in the areas of HIV/AIDS and community health, resulted in several innovations in Kenya being “brought back” to the US. To facilitate and promote the bidirectional flow of learning and innovations, the Indiana CTSI reciprocal innovation program hosts annual meetings (hosted in Indiana and Kenya) of multinational researchers and practitioners to identify shared health challenges across diverse global settings and facilitate partnership building and collaboration. The program supports pilot grants for projects that demonstrate reciprocal exchange and benefit. The program has produced a wealth of educational materials, including videos, webinars and an online dashboard, to train investigators on reciprocal innovation approaches in global health. Lessons learned in building a reciprocal innovation program include increasing awareness of reciprocal approaches among investigators and in supporting collaboration for global–local research. While many global health investigators have strong collaborators with international partners, a challenge has been partnering with “local” Indiana researchers to create reciprocal learning and benefit. Conclusions: The transformative power of global health to address systemic health inequities embraces equitable and reciprocal partnerships with mutual benefit across countries and communities of academics, practitioners, and policymakers, as demonstrated through a reciprocal innovation approach. Leveraging a long-standing partnership, the Indiana CTSI has built a reciprocal innovation program with promise to redefine global health for shared wellbeing at a truly global scale.

Translanguaging as a resource for meaning-making at multilingual construction sites

In this article we investigate spoken professional interaction at construction sites in Sweden, where workers from Poland, Ukraine and Estonia are temporarily employed as carpenters, ground workers and kitchen installers. We study how the workers use resources associated with different languages and how these resources are mobilized along with embodied resources for meaning-making. The analysis aims at investigating what social space the workers construct by going between or beyond different linguistic structures, as defined in the theory of translanguaging. The study is based on Linguistic Ethnography and Conversation Analysis is used for close analysis. We focus on instances of translanguaging, such as Swedish-sounding institutionalized keywords, practices of receptive multilingualism and the search for communicative overlaps in repertoires. The findings from busy construction sites show that the stratifying aspect gives some workers a voice in the organization, while others remain silent. Hence, it is primarily professionals functioning as team leaders, who talk to different occupational categories and use resources associated with different languages. The data provide an opportunity to investigate the theory of translanguaging and its transformative power in relation to professional settings that are linguistically diverse, but also strictly hierarchical.