Collaborative and Community Practices

Indigenous archaeology, emerging in the 1980s as a response to colonial appropriation and indigenous marginalization, represents a transformative shift toward collaborative, decolonial, and community-centered archaeological practice. While established in North America, Australia, and parts of Africa, its development in Asia and the Pacific has been uneven, shaped by diverse colonial histories, state policies, and contested definitions of indigeneity. This essay explores the origins, theoretical evolution, and methodological traits of Indigenous archaeology, emphasizing its focus on empowerment,  epatriation, and the integration of Indigenous knowledge systems. In Asia and the Pacific, Indigenous archaeology navigates complex legacies of Western, Asian, and internal colonization, as well as state-centric heritage management practices that often exclude Indigenous voices. The case studies from India, Thailand, Taiwan, Japan, and New Caledonia in this issue of Asian Perspectives collectively illustrate both the progress that has occurred over the past several decades, as well as persistent challenges including legal constraints, institutional resistance, and the folklorization of Indigenous cultures. Examples of successful collaborative archaeological programs highlight the benefits of long-term cooperation, decentralized governance, and the integration of oral histories and local ontologies into archaeological interpretation. In this introductory essay, we argue for stronger legal recognition of Indigenous rights, decentralized heritage management, and educational reforms in order to foster more equitable partnerships among Indigenous communities, researchers, and governments. Indigenous archaeology in the region stands at a critical juncture, offering a pathway to more inclusive, politically engaged, and scientifically enriched understandings of the past — provided structural barriers are addressed through sustained cooperation among all interested parties.

School garden programs are becoming widespread across schools. This study explores senior high school learners' perception and awareness of food sustainability to strengthen the school garden program. A descriptive-survey method was used, collecting data from 124 learners via Google Forms. Quantitative and qualitative data were analyzed using descriptive and inferential statistics. Data were collected from 124 learners using Google Forms as a survey instrument and a stratified sample to yield both quantitative and qualitative data. To conduct the analysis, researchers used Microsoft Excel, which included both the use of descriptive and inferential statistics. The study demonstrates a moderate understanding of food sustainability across economic, social, environmental, and governmental dimensions, though food prices are high. Perceptions and awareness of food sustainability are influenced by demographics such as age, gender, grade level, and specialization. The findings suggest including food sustainability integration into TVL competencies in home economics and health in MAPEH across grade levels. Public-private partnerships must be strengthened, formation and implementation of a waste management system, transcending school gardens (Gulayan sa Paaralan) toward city or municipal gardens (Gulayan sa Bayan) is highly important.

This chapter explores the paradoxes of sustainability and circularity in tourism through the conceptual and material lens of waste. Drawing on the Wasteocene framework (Armiero, 2021), it critically examines how both material and symbolic waste-generated by overtourism and the commodification of local cultures-reflect structural inequalities embedded in contemporary capitalism. Two contrasting case studies in the Veneto region, Venice and the Dolomites, serve as experimental contexts for Cultural Living Labs (CLLs) based on artled, participatory methodologies. Within these labs, waste cooking oil (WCO) became a central metaphor and material for rethinking circular economy narratives and activating situated, collective forms of knowledge. Through creative practices such as cooking, drawing, and storytelling, local participants reimagined waste as a cultural, affective, and epistemological resource rather than as residue. The artistic process revealed how communities can "care for waste" by transforming discarded materials and memories into critical and imaginative tools for resistance, belonging, and sustainability. The chapter proposes an alternative model of circularity-one grounded in care, relationality, and cultural re-signification rather than in techno-managerial efficiency.

This qualitative exploratory case study of an MA TESOL practicum course employing Action Research (AR) and Reflective Practices (RP) investigated by the researcher as an outsider, details the issues practicum teachers face in the process of doing a collaborative Action Research. Through the exploration, the researcher identified issues that significantly affected the outcomes of teachers' intervention plans yet was not identified and addressed for their AR projects. These issues included issues with collaboration such as expectations of collaboration, and teaching styles, skills, and experience, reflection and peer feedback, as well as length of AR. The exploration revealed that due to the shallow nature of teachers' reflections, they were unable to recognize and address issues that fell beyond the immediate level. Therefore, based on existing literature and the research findings, the researcher made suggestions to aid facilitators, practicum teachers, and inservice teachers alike in addressing issues that fall beyond the immediate, easily identified level of issues teacher experience in the teaching practice. These suggestions include recommendations regarding collaboration, reflection and peer feedback, and the length of AR.

Drawing on collaborative research with MILPA on their liberatory curriculum, Telpochcalli, this essay offers "encuentros" as a regenerative ethico-methodology in community-led and kinship-grounded anthropological research into Chicano Indigenous educational spaces. Encuentros, encounters with others for relationship-building and mutual learning, renew and expand existing relational knowledge. If an anthropology of education is concerned with epistemology and decolonization, we should approach how we study Indigenized educational projects with care and creativity.

Keywords
Indigenized research, liberatory education, community-based collaboration, kinship, healing.

In this article, I will refrain from engaging in a theoretical analysis or citing various references that have been integral to the development of Social Sensibility research. Instead, my primary aim is to document and explain the department's evolution over the course of 14 years, focusing on how this long-term, socially engaged art project, structurally embedded within an industrial company, has impacted the "affect" in the various locations where its activities take place. Bernard Controls, a small to medium-sized, family-owned international industrial company, operates in the business-to-business (B2B) sector. The company has managed to survive and adapt to the significant transformations and disruptions of the modern and post-modern eras. Alongside its evident profit-driven motives and pursuit of technical excellence, Bernard Controls has maintained its original commitment to fostering a respectful, inclusive, sustainable, and safe working environment. This mission emphasizes cultural diversity and community engagement. When I first visited Bernard Controls in Beijing in 2010, I was struck by the specific form of "relational affect" that the company embodied. Its relatively human-scale operation, combined with its history, seemed to evoke a unique atmosphere. To conceptualize a work environment-or any environment-as an "affect" offers a valuable shift in perspective, one that frames the research on relational practice as a means of testing the value and transformative potential of art and artists within a highly complex, non-artistic setting, such as an industrial assembly line. The Social Sensibility research was born out of a desire to interact with the "affect" of factory life, to observe the degree and quality by which a long-term, socially engaged art project could question, enrich, and ultimately transform this environment, while simultaneously testing art's potential in real-world contexts.

This study examines the impact of online social networks (OSN) and Massive Open Online Courses (MOOCs) on collaborative practices among vocational training educators, focusing on the mediating role of interpersonal trust. Using a quantitative research design, Structural Equation Modeling (SEM) analyzed data from 343 Technical and Vocational Education and Training (TVET) teachers via a survey assessing MOOC usage, OSN, teacher collaboration, and interpersonal trust.
Findings indicate a significant positive relationship between OSN and MOOCs, suggesting their potential to enhance collaborative learning environments. However, a negative direct effect of OSN on teacher collaboration reveals challenges that hinder effective engagement. Importantly, interpersonal trust is identified as a crucial mediator, highlighting the necessity of fostering trust among educators to improve collaboration and knowledge sharing.
The research addresses a gap in understanding how MOOCs can enhance collaboration among TVET teachers and improve student outcomes, emphasizing the importance of integrating OSNs and MOOCs into vocational training frameworks while cultivating a culture of trust. Ultimately, the study suggests that leveraging OSNs and MOOCs, alongside interpersonal trust, can transform collaborative practices, benefiting both educators and students. Future research should explore the complexities of these relationships, especially barriers to collaboration and effective strategies for utilizing online networks in vocational training.

Keywords- Online Social Network, MOOCs, Interpersonal Trust, Teacher collaboration.

El artículo analiza las innovaciones que el Museo Histórico Nacional de Chile ha desarrollado en la gestión del patrimonio indígena que custodia en el marco de su proceso de renovación. Utilizando una metodología cualitativa basada en entrevistas y estudio de fuentes escritas, se analizan las prácticas colaborativas realizadas con personas y colectividades indígenas ocurridas entre el año 2012 y el 2020. Los resultados muestran que las colaboraciones hasta ahora efectuadas han permitido la inclusión de estos grupos a ciertas áreas de la gestión, aunque no han signicado cambios permanentes o estructurales en la institución. El estudio señala que se encuentra pendiente el desafío de profundizar en las prácticas que permitan la descolonización de la gestión del patrimonio indígena en los museos.

With the growing interest of researchers in networks, Network of Practice become an issue in organizational studies. The purpose of this research is to understand this construct and to see how it differentiates from a Community of Practice. The method used in this research is a systematic literature review which seeks to identify characteristics of "Networks of Practice" (NoPs) and to compare them with those of "Communities of Practice" (CoPs). The results show that differences between CoPs and NoPs exist in some aspects related to interpersonal relations, to the dynamics of their functioning, and to their structure. It is concluded that CoPs can emerge from NoPs, and that the former may better promote knowledge sharing than the latter.

Il testo propone una riflessione che, a partire dall’osservazione dei campi ormai consolidati della partecipazione promossa dalle istituzioni e delle pratiche collaborative nate in seno a movimenti e societa, costruisce un terreno di scambio, la dove questi ambiti vengono spesso visti come separati. L’interesse e di porre l’attenzione sulle condizioni per cui si possano generare spazi di confronto e co-progettazione, che richiedono a tutti i soggetti coinvolti di uscire dai propri frame, e quindi di apprendere nel corso del confronto. Questi possono essere ambienti altamente collaborativi, ma anche molto conflittuali, sedi di relazioni di potere, posizionamenti politici a piu scale, livelli diversi di rappresentativita. Per questa ragione, la formazione di nuovi orientamenti verso obiettivi comuni non e mai un esito scontato. Enabling spaces in questa prospettiva sono arene in cui sperimentare e formare la capacita politica “di tutti”, sfidando cosi il funzionamento stesso della dem...

This essay provides an overview of what one senior student at the University of Northern Colorado in Greeley, Colorado, found while researching the power of conversation to foster civic engagement among her peers. The essay is divided into three sections. First, research on the Millennials is summarized to provide an overview of this generation’s characteristics. Second, the methodology and findings of the applied portions of the student’s senior thesis, referred to as Conversations for Change, are outlined. The third portion, the essay’s conclusion, calls for the increased presence of the student voice in our colleges and universities so as to empower the Millennials’ potential to participate in democracy.

This essay provides an overview of what one senior student at the University of Northern Colorado in Greeley, Colorado, found while researching the power of conversation to foster civic engagement among her peers. The essay is divided into three sections. First, research on the Millennials is summarized to provide an overview of this generation's characteristics. Second, the methodology and findings of the applied portions of the student's senior thesis, referred to as Conversations for Change, are outlined. The third portion, the essay's conclusion, calls for the increased presence of the student voice in our colleges and universities so as to empower the Millennials' potential to participate in democracy.

La política pública de salud mental en Chile tiene una orientación comunitaria, sin embargo, esto no parece darse a nivel de las intervenciones en el tema del apego. Desde esta perspectiva la investigación buscó, por medio de metodologías cualitativas, identificar los conceptos teóricos y técnicos que los profesionales de salud articulan en sus trabajos y con los cuales se puedan diseñar y ejecutar intervenciones en el área del apego que estén a favor del establecimiento de alianzas con las comunidades. Concluyendo así que sus prácticas aún presentan una tensión entre modelo custodial y el comunitario, pero que sus experiencias las han llevado a ampliar las miradas a nuevas formas de crianza y problematización de ésta, donde la comunidad es un agente angular de la crianza de los niños y niñas de un territorio.