Transgressing Boundaries between Community Learning and Higher Education: Levers and Barriers
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sustainability
Article
Transgressing Boundaries between Community
Learning and Higher Education: Levers and Barriers
Thomas Macintyre 1,2, * , Martha Chaves 2 , Tatiana Monroy 2,3 , Margarita O. Zethelius 4 ,
Tania Villarreal 5 , Valentina C. Tassone 1 and Arjen E. J. Wals 1
1 Education and Learning Science Group, Wageningen University, 6706 KN Wageningen, The Netherlands;
valentina.tassone@wur.nl (V.C.T.); Arjen.Wals@wur.nl (A.E.J.W.)
2 Fundación Mentes en Transición, Filandia 634007, Colombia; marthacecilia.chaves@gmail.com (M.C.);
wayracolombia@gmail.com (T.M.)
3 Aldeafeliz ecovillage, San Francisco 253607, Colombia
4 Alianzas para la Abundancia, Las Islas del Rosario 130019, Colombia; margaritaozethelius@gmail.com
5 Corporación Nuh Jay, Pasto 520001, Colombia; tania_laureluna@hotmail.com
* Correspondence: thomas.macintyre@gmail.com; Tel.: +31-3188343114
Received: 3 June 2019; Accepted: 13 March 2020; Published: 25 March 2020
Abstract: In times of global systemic dysfunction, there is an increasing need to bridge higher
education with community-based learning environments so as to generate locally relevant responses
towards sustainability challenges. This can be achieved by creating and supporting so-called learning
ecologies that blend informal community-based forms of learning with more formal learning found
in higher education environments. The objective of this paper is to explore the levers and barriers for
connecting the above forms of learning through the theory and practice of an educational approach
that fully engages the heart (feelings), head (thinking), and hands (doing). First, we present the
development of an educational approach called Koru, based on a methodology of transgressive
action research. Second, we critically analyze how this approach was put into practice through a
community-learning course on responsible tourism held in Colombia. Results show that ICT, relations
to place, and intercultural communication acted as levers toward bridging forms of learning between
participants, but addressing underlying power structures between participants need more attention
for educational boundaries to be genuinely transgressed.
Keywords: transgressive learning; decolonizing pedagogies; learning ecologies; Koru Educational
approach; Colombia
1. Introduction
It is November 2018, and Colombian students at public universities are two months into a national
strike. Wages for teachers have not increased in the last 10 years, with ever diminishing resources
for public universities. As a sign of demonstration, the front gate of the University of Quindío is
blockaded with chairs and desks. I am forced to enter the University through a narrow passageway
further down the entrance, where security guards and students are milling around. I make my way to
the cafeteria where a group of students are waiting for me. As representatives from academia, the
students have responded to the invitation to take part in a community-learning course on responsible
tourism. As we sip coffee, and the students enter the virtual learning platform for the course, I feel the
excitement begin to rise. Together with other actors we will be addressing the urgent need to bring
together different forms of knowledge and practice in addressing climate change and sustainability.
(Reflection notes from co-author Thomas Macintyre.)
Despite much fanfare around the signing of the peace deal between the Colombian government
and the Revolutionary Armed Forces of Colombia (FARC) in 2017, deep socio-ecological challenges
Sustainability 2020, 12, 2601; doi:10.3390/su12072601 www.mdpi.com/journal/sustainability
Sustainability 2020, 12, 2601 2 of 24
are coalescing at many levels in Colombia [1]. Climate change affects the country through increasing
droughts and floods [2] and increases social polarization around the politics of the peace deal alongside
rising inequality, is disrupting social cohesion [3]. Although there is a lot of talk about the need for
peace and a more sustainable world, the great unknown underlying this global challenge is how a
more equitable and just future can be achieved.
As the UNESCO’s 2016 Global Education Monitor Report [4] makes clear, education needs to play
an important role in the necessary transformations towards more environmentally sustainable societies.
Education shapes values and perspectives, and contributes to the acquisition of skills, concepts and
tools that can be used to reduce or remove unsustainable practices [4]. However, with the complexity
and ambiguity of sustainability proving difficult to address, there is increasing appreciation that we
will need to learn to make our way toward sustainability [5]. Furthermore, it must be recognized that
education in the context of sustainability and sustainable development can also become hijacked or
neutered by forces in society that do not seek a fundamental change, but rather a way to keep things
from changing to maintain power [6,7].
However, the Colombian educational system (especially in rural areas) is struggling in this
endeavor, with low coverage, lack of quality and equity, and is searching for ways to make education
relevant for rural communities and responsive to the social and environmental needs of its population [8].
Furthermore, at a more general and global level, there are concerns that much of education today is
mainly preparing learners to function well in a globalizing economy that is based on continuous growth
and expansion, thus unwillingly at best, accelerating unsustainability [9]. Hence, creating education
that contributes to sustainable development raises both questions of quality (what constitutes education,
learning and capacity-building that will lead to a more sustainable world?) and of transgression (how
can stubborn systems and routines that normalize colonial and associated neoliberal practices, also in
education, be disrupted?). Here we point at an apparent tension between the emancipatory intent of
education, focusing on capacity-building and autonomously and critically finding ones’ way in the
world, on the one hand, and the instrumental intent of preserving the Earth for all people and species.
While, in theory, transgressive and transformative learning as a process can be of an emancipatory
nature, without having a specific outcome in mind, in practice there will always be some normative
end which makes it instrumental as well—the goal of emancipation in itself is instrumental. The point
then becomes to be explicit about the normative direction and the moral compass that guides the
educational pursuit [10].
While lead author Thomas Macintyre sits with the students at the University of Quindío,
co-researcher Tania Villarreal is in the region of Putumayo, sitting with an indigenous Camentza family
around the shinyak—the ceremonial fire of the family. Tania in her profession as social innovator
has been working with this Indigenous family, and their surrounding community, for three years
in developing a shared vision for their community organization. Sitting around the fire they are all
drawing a biocultural calendar for their community as a means to connect tourism to the cultural
events and biodiversity of the region. Meanwhile, in the coffee region of Colombia, Martha Chaves
is with the association of peasant farmers of Filandia (ANUC), discussing the creation of a tourist
route between their farms offering visitors an authentic experience of the Colombian peasant culture.
ANUC works toward promoting the interests of peasants, whose livelihoods are being threatened
through the absence of effective government regulation, which is lowering the price for the goods they
produce, while mass tourism to the town of Filandia is leading to gentrification of the surrounding
countryside. Last, off the Atlantic coast, Margarita Zethelius is with the afro-Colombian community
members on Islas del Rosario, meeting at a community center La Casa Taranga. After gaining status as
an autonomous afro-Colombian community, the afro-community are working towards integrating
their local customs and sustainability efforts such as mangrove restoration into a tourism offer.
These experiences and interactions all contribute to the making of a community-learning course
called Turismo de Origen (Tourism of Origin). This course is a result of the three year international
T-Learning project (“Transgressive Social Learning for Socio-Ecological Sustainability in Times of
Sustainability 2020, 12, 2601 3 of 24
Sustainabilityfunded
Change,” 2020, 12, xby the International Science Council. See www.transgressivelearning.org), 3 offocusing
24
on transgressive forms of learning-based change at the nexus challenges of food security and sovereignty,
on transgressive forms of learning-based change at the nexus challenges of food security and
water and energy, and social justice context of climate change [11,12]. In the context of this research, we
sovereignty, water and energy, and social justice context of climate change [11,12]. In the context of
are interested in what transgressive learning looks like in practice—especially the dilemmas of how to
this research, we are interested in what transgressive learning looks like in practice—especially the
initiate
dilemmas andofengage
how toininitiate
participatory-community research without dominating
and engage in participatory-community the process
research without as academics.
dominating
The Colombian
the process as academics. case study of this international project has involved several of the co-authors
working closely
The Colombian casewith grassroots
study ofinitiatives in the fields
this international of has
project sustainability and climate
involved several change [13]. As
of the co-authors
will be described
working closely with latergrassroots
in this paper, participatory
initiatives diagnostics
in the fields in grassroots
of sustainability communities
and climate change [13]. resulted
As in
responsible
will be describedtourism laterbeing chosen
in this paper,asparticipatory
the umbrelladiagnostics
theme for in this course, with
grassroots a sharedresulted
communities challenge in being
responsible
the threat and tourism being chosen
opportunities as the to
of tourism umbrella theme communities.
the initiative for this course, Designed
with a shared
as achallenge being
community-learning
the threat and opportunities of tourism to the initiative communities. Designed
course involving different sectors of society and forms of learning [14], this paper will focus on the as a community-
learning
inter- andcourse involvingtaking
intra-learning different sectors
place of society
between the and forms of
following learning
two groups[14],
(seethis paper1 will
Figure focus
below):
on the inter- and intra-learning taking place between the following two groups (see figure 1 below):
1.1. Academic participantsand
Academic participants andorganizers:
organizers:
TheThe representatives
representatives of higher
of higher education
education are
are the theKoru
core core Koru
team
team (first
(first five
five co-authors), and the
co-authors), and the bachelor
bachelorand
andalumni
alumnistudents
studentsininthe
thefield
fieldofofSocial
SocialWork
Work from
the University of Quindío. The students were selected because of their active
from the University of Quindío. The students were selected because of their active engagementengagement in
social justice
in social justiceininthe
theregion of Quindío,
region of Quindío,such
such
asas activism
activism against
against mega-mining,
mega-mining, whichwhich connected
connected
well with the course focus socially engaged and equitable form of tourism. The organizational
well with the course focus socially engaged and equitable form of tourism. The organizational
teams (described in Figure 1, below) connect each of the participating community initiatives with
teams (described in Figure 1, below) connect each of the participating community initiatives
a co-researcher acting as a facilitator.
with a co-researcher acting as a facilitator.
2. Grassroots participants situated in three different Colombian contexts (see Figure 1 below), all
2. Grassroots participants situated in three different Colombian contexts (see figure 1 below), all
challenged by the detrimental effects of mass-tourism, which is affecting Colombia due to the
challenged by the detrimental effects of mass-tourism, which is affecting Colombia due to the
opening up of the nation to tourism [15], and leading to the wider, global phenomenon of unequal
opening up of the nation to tourism [15], and leading to the wider, global phenomenon of
power relations between “hosts” and “guests” due to violence and dispossession [16].
unequal power relations between “hosts” and “guests” due to violence and dispossession [16].
Figure
Figure1.1.Characteristics
Characteristicsof of
thethe
organizers andand
organizers participants in the
participants incourse Turismo
the course de Origin.
Turismo de Origin.
During the
During the design
designofofthe
thecourse
courseTurismo
Turismode de
Origin, an educational
Origin, approach
an educational beganbegan
approach to emerge,
to emerge,
which was
which was sufficiently
sufficiently interesting
interestinginin
itsits
ability to bring
ability different
to bring forms
different of learning
forms together,
of learning to merit
together, to merit
further development. We have called this educational approach Koru, which we
further development. We have called this educational approach Koru, which we present as an present as an
innovative approach
innovative approachforfordesigning,
designing,implementing,
implementing, andand
evaluating a community-learning
evaluating a community-learningcourse.course.
Through presenting a practical application of the Koru approach, the overall objective of this paper is
Through presenting a practical application of the Koru approach, the overall objective of this paper is to
to explore the levers and barriers to bridging forms of learning across the diverse contexts of the
explore the levers and barriers to bridging forms of learning across the diverse contexts of the course
Sustainability 2020, 12, 2601 4 of 24
participants, particularly that of higher education (represented by the Koru team and the University
Students Group) and community-based learning (grassroots participants).
2. Conceptual Background
2.1. Transgressive Learning and Decolonizing Pedagogies
Transgressive learning connects well with currents of decolonizing pedagogies, which are gaining
ground in academia as a resistance to Western imposed paradigms of development [17–22]. According
to Lotz-Sisitka and colleagues [11], what is important in these theories of decolonization is the
emerging transformative praxis in the sustainability sciences necessary to promote forms of learning
that fundamentally address the challenges of climate change. It is important to note, however, that
decolonization specifically refers to a historical process whereby countries that were colonized by
foreign powers obtain their independence. Decolonizing pedagogies therefore refer to pedagogies that
promote marginalized forms of knowledge, such as indigenous and local knowledge (ILK), which has
a strong tradition in Latin America in line with Freirean emancipatory pedagogies and environmental
education in Brazil [23–26], alongside African movements [21,22].
In the context of higher education and curriculum studies, decolonization tends to either refer
to fundamental changes in the nature and identity of the university—questioning and dismantling
oppressive colonial structures in institutions—or refer to the changing content of the curriculum to
include indigenous and local knowledge, which is more relevant to regional and student context [22].
Overall, a perceived danger in decolonizing pedagogies is that emphasis is placed on replacing
a dominant paradigm with a marginal paradigm, both of which are considered homogenous and
static [22,27]. This fails to recognize that all knowledge traditions are saturated with power and
inequalities, and that rather than being static, knowledge traditions are constantly changing through
an exchange of ideas and practices. We can understand this dynamic as an ecology of knowledge [24]
in the form of epistemological pluralism [28].
In response to these challenges, transgressive learning takes a dynamic perspective on knowledge,
one that recognizes that dominant power structures and persistent inequalities act as barriers to the
realization of more sustainable futures [9,11,29–31]. The contribution of transgressive learning to
decolonial debates is that rather than replacing dominant with marginal paradigms, the focus is on
the learning processes that can disrupt or transgress often highly resilient “locked-in” systems [32]
and can thereby open up possibilities for transformation of the system itself. Such learning processes
require a certain comfort with and even appreciation of the uncertain, changing and often unknowable
aspects of knowledge (co)creation, in what we can understand as a learning ecology [33]
2.2. From Epistemicide toward a Learning Ecology
While Higher Learning Institutions (HEIs) have traditionally been regarded as the main source of
knowledge production, and remain powerful actors necessary for socio-ecological transformations,
they are increasingly being critiqued for their inability to generate knowledge and solutions capable
of fundamentally addressing wicked societal challenges. Hall and Tandon [17], note that part of this
inability stems from HEIs tendency to exclude many existing knowledge systems, including many
indigenous ones in the world, and as such, promote only a fraction of the knowledge in the world.
Referring to the work of Sousa Santos [24], Hall and Tandon go as far as to describe this process as
epistemicide—the killing of other knowledge systems.
A response to this critique of epistemicide is adopting a more responsible and responsive ethos
to fostering the renewal of higher education [34]. Based on the educational design principles of
educating whole persons, as presented by Tassone and her colleagues [34], the head-heart-hands model
of transformative learning [35,36], and the more transgressive form of “learning to anticipate,” [37],
the following forms of learning represent some elements of a learning ecology [38,39], which we will
connect to the bridging objective of this paper between higher education and community learning.
Sustainability 2020, 12, 2601 5 of 24
1. Learning to know—The head-based cognitive form of learning which we traditionally connect to
classroom-based teaching. Cognitive learning is needed to research complex socio-ecological
issues, to understand multiple forms of knowledge, to navigate uncertainties, and reflect on
innovative solutions. Beyond knowledge transfer, this domain also explores deeper transformative
learning brought about by critical reflection.
2. Learning to be—This is the affective “heart-based” domain of learning related to emotions,
feelings and relational knowledge [35]. It is brought about by collaboration between actors,
cultivating social attitudes and values through a sharing of experiences. This is connected to
“learning to care” [40], with a focus on establishing deeper connections with people, places and
other species, and developing an ethics of compassion, empathy and care [41].
3. Learning to do—The psychomotor domain of learning, or the physical expression of our capacities
through our hands. This domain includes learning practical skills and physical work, with an
important aspect being physically present, and building relationships with a place [35].
4. Learning to anticipate—The domain of learning for an unknown future [41,42]. Focus is placed
on being critical and reflexive to what is or is not being learnt, absences and unintended learning
outcomes [37], as well as on finding ways to resist, uproot and transgress structural barriers to
change and transformation [9,11].
3. Methodological Background
3.1. The Koru Approach
The Koru approach evolved out of an action-research methodology, which in broad terms
involves scholarship–practice with a focus on multi-stakeholder engagement and a change agenda [43].
Specifically, Koru has been guided by earlier work on Transgressive Action Research (TAR) in the
T-Learning project, which is characterized by a focus on working with co-researchers on local
sustainability issues, employing participatory tools to promote transgressive learning through critical
and reflexive thinking and action [13].
The use of TAR poses methodological challenges as the external researcher is (or becomes) closely
connected to the internal researcher, and is often sympathetic to the goals they pursue. This close
connection and compassion requires the external researcher to be very transparent in terms of his/her
own biases, values and assumptions, and to “bracket” them [44] in order to not be blinded by them
and to be able to look at the data from a certain distance. Guided by criteria for action research [45],
actionability and reflexivity, in addition to being systematic and the sound application of methods and
analytical tools, have been critical elements in ensuring a high quality in our research.
Part of the TAR project was carrying out a future search exercise in 2017 called Dragon
Dreaming [46], whereby the first five authors reached a collective vision of generating pedagogical
material in the respective communities they were working in. This material was to be organized into
an educational course to offer other communities [47]. The focus of this material was community-based
knowledge and experiences in climate change, with material being produced in transformation Labs
(T-Labs) held in participating communities in 2017/2018 [13,48–55]. With T-Labs having been completed,
the challenge was identifying mediums to connect these experiences between community initiatives, as
well as to other actors such as academia, so as to promote post-colonial epistemologies and curriculum
innovation that would unite action and reflection around local contexts. The following are the three
learning concepts which came to characterize the Koru approach:
Blended learning—As a means to connect geographically diverse participants in the course,
without losing the personal connection between participants, it was decided to work with connecting
face-to-face learning with Information and Communication Technologies (ICT), known as blended
learning [56]. A collaboration was developed with the Colombian company Nuevos Medios, who
provided technical capacitation to the Koru team in how to develop online learning modules and
manage registrations on the company’s learning platform. Nuevos Medios is a Colombian company
Sustainability 2020, 12, 2601 6 of 24
provided technical capacitation to the Koru team in how to develop online learning modules and
manage registrations on the company's learning platform. Nuevos Medios is a Colombian company
that Sustainability
specializes in 12,
2020, developing
2601 online learning platforms. The company provided support in6 ofthe 24 use
of their online platform KME 360, including how to add and organize learning modules, inscribe
participants, and carry out evaluations. (See the website http://www.nuevosmedios.net/ for more
that specializes in developing online learning platforms. The company provided support in the use
information.)
of their online platform KME 360, including how to add and organize learning modules, inscribe
Peer-to-peer learning—Interactive learning between participants was based on the Farmer to
participants, and carry out evaluations. (See the website http://www.nuevosmedios.net/ for more
Farmer learning (FAF), developed by the agroecology movement in Latin America [57]. This involved
information.)
(1) clearly identifying
Peer-to-peer the main interestslearning
learning—Interactive and necessities in terms of
between participants what
was based community
on the Farmer members
to
wanted to learn through participatory diagnostics; and (2) the generation
Farmer learning (FAF), developed by the agroecology movement in Latin America [57]. This involved of pedagogical material
within community
(1) clearly contexts,
identifying centered
the main onand
interests community
necessitiesexperiences,
in terms of what needs and what
community they have
members to offer
wanted
otherto communities. Through thisdiagnostics;
learn through participatory learning concept,
and (2) the thegeneration
model of of expert knowledge
pedagogical andwithin
material subject is
community
blurred by giving contexts,
voicecentered on community
to knowledge experiences, at
and experiences needs
the and what they
grassroots havealongside
level, to offer other
expert
communities.
knowledge. Through this learning concept, the model of expert knowledge and subject is blurred by
giving voice to knowledge
Project-based and experiences
learning—Experience at the
from thegrassroots level, alongside the
T-Labs demonstrated expert knowledge.of basing
importance
Project-based learning—Experience from the T-Labs demonstrated the importance of basing
learning around practical projects relevant to community initiatives. Project-based learning was
learning around practical projects relevant to community initiatives. Project-based learning was
therefore used, which involves inquiry-based learning through practical projects that reflect
therefore used, which involves inquiry-based learning through practical projects that reflect participant
participant knowledge and experiences [58].
knowledge and experiences [58].
Inspired
Inspiredby bya diagram
a diagram ofofproject-based
project-based learning [59], the
learning [59], theKoru
Koruapproach
approach merges
merges the the learning
learning
concepts
conceptsaboveabove into a 10-step
into a 10-stepprocess
process toto design, implement,and
design, implement, andevaluate
evaluate a community-learning
a community-learning
educational
educational course
course (see Figure
(see Figure22below).
below). Each stepisisled
Each step ledbybythethe core
core KoruKoru group,
group, whichwhich is composed
is composed of
of co-researchers acting as cultural facilitators between each community
co-researchers acting as cultural facilitators between each community group and the overall project. group and the overall
project. The Koru
The core coregroup
Koru isgroup is inofcharge
in charge of the organization
the organization and facilitation andof facilitation of the communities’
the course with course with the
input and consent.
communities’ input and In consent.
addition, In some steps involve
addition, local teams,
some steps involve which
localare composed
teams, whichofare community
composed of
members and their respective co-researcher.
community members and their respective co-researcher.
Figure 2. The
Figure 10 10
2. The steps ofof
steps the
theKoru
Korueducational approach.The
educational approach. Thegreen
green steps
steps (1-8)
(1–8) represent
represent the the design
design
stage; yellow (step 9) represents the implementation stage; and the evaluation stage (step is
stage; yellow (step 9) represents the implementation stage; and the evaluation stage (step 10) 10) is
represented
represented by by blue.
blue.
Sustainability 2020, 12, 2601 7 of 24
3.2. Methods and Data Analysis
As a means to explore the application of the Koru approach in transgressing boundaries between
community learning and higher education, we have divided the methods section along the three
stages of design, implementation, and evaluation. We will first present the design stage (steps 1–8)
as a descriptive account of how the learning concepts were operationalized in the development of
the course Turismo de Origen. These descriptions are based on a review of collaborative documents
developed by the Koru team throughout the course process. We will then present the methods used for
analyzing the implementation and evaluation stages, whose results are presented in the results section.
3.2.1. Step 1: Identification of Common Objectives and Challenges
In the third year of an action-research project, the co-authors of this paper have been working
closely with the grassroots initiatives in the present research in the fields of sustainability and climate
change in Colombia [13]. Through transformation workshops held with these initiatives, and in
some cases long-term relations between co-researcher and the initiative, trust and engagement had
developed as an academic–non-academic partnership. The Koru team decided to follow mode 2 in
step 1 in Figure 2 above, whereby the initiatives were chosen first, and the course topic was chosen
afterwards following a more participatory approach to defining the field of inquiry.
3.2.2. Step 2: Generating Local Teams
An important aspect of the Koru approach is working with local co-researchers who both
understand the day-to-day challenges faced, while also understanding the context and requirements
of the research project and communicating this to community members. With the project respecting
the knowledge and experiences of co-researchers, the latter identified community leaders and other
motivated participants who had the motivation to actively participate in the course, creating local
teams. Concrete agreements concerning consent to audiovisual material was negotiated and signed, as
well as the formal associations connected to each co-researcher insuring responsibility for the continued
process after the course finished.
3.2.3. Step 3: Participatory Diagnostics
In line with the FAF methodology, participatory diagnostics were carried out by the Koru team
in each community initiative to identify needs and offers. Recognizing different cultural contexts
and values, a tailor-made process was carried out in each community initiative. In the Camentza
community, for example, with their strong values on nature and medicinal plants, there were talks
while walking through the productive plots of members (jajanes), followed by participatory mapping
centered around territorial challenges. With the Afro-Colombian group and their values of solidarity,
there was conversations with participants in la casa Teranga on how to network different actors in
the region around territorial development, as well as mapping exercises around necessities and
offerings at different scales. Finally, with the association of peasant farmers (ANUC), with their
value on farm production, individual farm-resilience diagnoses were carried out, followed by a
socialization of results, and a SWOT analysis and discussion of peasant farm resilience in the region.
Complementing context-specific methods, Global Ecovillage Network (GEN) design cards, were
used in the three communities, which explored holistic sustainability and whole-systems design
using visual representations and short descriptions for sustainability (see Figure 3, below). (See the
website https://ecovillage.org/resources/market/ecovillage-design-cards/ for more information on the
Ecovillage playing cards.)Sustainability 2020, 12, 2601 8 of 24
Sustainability 2020, 12, x 8 of 24
Figure3.3.Global
Figure GlobalEcovillage
Ecovillage Network
Network (GEN) card card game
game used
used to
to diagnose
diagnosestrengths
strengthsand
andweaknesses
weaknesses
acrossdifferent
across differentdimensions
dimensionsofofsustainability.
sustainability. Photo
Photo credits: Thomas
Thomas Macintyre.
Macintyre.
3.2.4.
3.2.4.Step
Step4:4:Analysis
Analysis and
and Triangulation
Triangulation
Data
Datafrom
fromthe
thediagnostics
diagnostics was
was coded and mappedmapped byby the
thecore Korugroup
coreKoru groupthrough
throughconnecting
connecting
the
theneeds
needsand andofferings
offeringsof ofthe
thethree
three communities. Figure 44 below
communities. Figure belowrepresents
representsthis
thismapping
mappingexercise
exercise
whereby
wherebythe theblue circle
blue represents
circle represents thethe
needs expressed
needs by by
expressed thethe
Afro-Colombian
Afro-Colombiancommunity
community in Las Islas
in Las
del
Islas del Rosario, the orange boxes represents what the indigenous participants Camentza have and
Rosario, the orange boxes represents what the indigenous participants Camentza have to offer, to
inoffer,
the green
and inboxes illustrates
the green boxesthe offers expressed
illustrates the offersby the peasant
expressed participants
by the of ANUC. of
peasant participants The arrows
ANUC.
The arrows
represent the represent
connectionthe of connection of needs between
needs and offerings and offerings between Within
communities. communities.
the blueWithin
circle, the
the blue
needs
circle, the needs that are in red were those that could not be matched with other local
that are in red were those that could not be matched with other local knowledge, thus being paired by knowledge,
thus being
outside paired
expert by outside expert knowledge.
knowledge.Sustainability 2020, 12, 2601 9 of 24
Sustainability 2020, 12, x 9 of 24
Figure4.4.A A
Figure map
map of connections
of the the connections between
between the and
the needs needs and
offers offers
of the threeofparticipating
the three participating
communities.
Itcommunities. It istonot
is not necessary necessarythe
understand to Spanish,
understand
just the
howSpanish,
the needjust
andhow thewere
offers needconnected
and offers were
between
connected
the between the communities.
communities.
3.2.5.
3.2.5.Step
Step 5:
5: Deciding on the
Deciding on the Course
Course Focus
Focus
Despite
Despite the
the diverse
diverse contexts
contexts ofof the
the three
three communities,
communities, aa list list of
of common
common themes
themesemerged.
emerged.The The
main theme was that of responsible tourism, with all communities sharing
main theme was that of responsible tourism, with all communities sharing their struggles with their struggles with
reconciling
reconcilingtourism
tourismas as aa necessary
necessary source of income,
source of income, versus
versus itsitsshadow
shadowsidesideof
ofcultural
culturalappropriation
appropriation
and environmental degradation. A shared desire was to use tourism as a
and environmental degradation. A shared desire was to use tourism as a means to promote means to promote local culture,
local
increase biodiversity, as well as generate dignified livelihoods. Turismo de Origin—a
culture, increase biodiversity, as well as generate dignified livelihoods. Turismo de Origin—a form of tourism
formthat
of
promotes the roots
tourism that and authenticity
promotes the roots andof the region—was
authenticity ofsuggested by an ANUC
the region—was participant
suggested by anasANUC
a name
for this formas
participant ofatourism
name for and was
this taken
form up by the
of tourism andKoru
wasteam
taken and
upused as the
by the Korucourse
team focus.
and usedUnder the
as the
supervision
course focus.of the leadthe
Under author, a group of
supervision ofuniversity studentsa from
the lead author, grouptheofuniversity
universityof students
Quindío, from
Colombia,
the
were invitedofto Quindío,
university contributeColombia,
academic skills
were ofinvited
knowledge systematization
to contribute academicbetween
skills the
of participating
knowledge
groups, as well asbetween
systematization representing academic actors
the participating in the
groups, asdialogue with community
well as representing members.
academic actors in the
dialogue with community members.
3.2.6. Step 6: Pedagogical Design
3.2.6.AStep 6: Pedagogical
five-day workshopdesignwas held with the Koru group in which the course objectives and learning
goals A were identified. This
five-day workshop was workshop alsothe
held with involved the design
Koru group of the
in which the curriculum modules,
course objectives and including
learning
content and identified.
goals were activities (see
ThisFigure 5, below).
workshop Each co-researcher
also involved took
the design of theresponsibility for developing
curriculum modules, one
including
of the course
content modules,
and activities as Figure
(see well as5,taking
below).responsibility for developing
Each co-researcher the community
took responsibility project one
for developing each
initiative would
of the course work toward,
modules, as wellinasline withresponsibility
taking the learning concept of project-based
for developing learning.
the community project each
initiative would work toward, in line with the learning concept of project-based learning.Sustainability 2020, 12, 2601 10 of 24
Sustainability 2020, 12, x 10 of 24
Figure5.
Figure 5. Overview
Overview of the course Turismo de Origin.
Origin.
3.2.7.
3.2.7.Step
Step7:7:Co-Producing
Co-Producing Knowledge
Knowledge through
through Pedagogical Material
Pedagogical Material
Following
Followingthe
thepeer-to-peer
peer-to-peerlearning
learningconcept,
concept, the
the majority of pedagogical
majority of pedagogical material
materialwas
wasgenerated
generated
ininthe
thecommunity
communityinitiatives
initiativesthemselves
themselves by
by local
local teams. local team
teams. Each local team used
used aa video
videocamera
cameratotofilm
film
interviews with community members
interviews with community members with respect to content modules, as well as more technical
content modules, as well as more technical
videos,
videos,such
suchasaswater-catchment
water-catchmentsystems
systemsin
inLas
Las Islas
Islas del
del Rosario.
Rosario.
3.2.8.
3.2.8.Step
Step8:8:Virtual
VirtualAssembly
Assembly of
of Course
Course
Each
Eachco-researcher
co-researcher assembled
assembled the the module
module they
they were responsible for,
were responsible for, including
including editing
editing and
and
uploading
uploadingvideos,
videos,adding
addingtext,text,
and and
contributing to a virtual
contributing library where
to a virtual libraryfurther
whereresources connected
further resources
toconnected
the courseto themes could
the course be accessed
themes could bebyaccessed
participants. The finished
by participants. Thecourse wascourse
finished then piloted
was then by
each local team, with technical and methodological adjustments carried out to better align
piloted by each local team, with technical and methodological adjustments carried out to better align the course
with local realities.
the course Anrealities.
with local exampleAn of example
such an alignment
of such an was the shifting
alignment was theof shifting
responsibility of uploading
of responsibility of
material to the
uploading onlineto
material platform
the onlinefromplatform
the localfrom
participants,
the localwho often hadwho
participants, low often
Internet
hadconnectivity,
low Internetto
the co-researchers
connectivity, who
to the generally had
co-researchers whobetter internet
generally hadconnectivity.
better internet connectivity.
3.3.
3.3.Course
CourseImplementation
Implementation
The
Theimplementation
implementation of the course
of the (step (step
course 9) was9)analyzed throughthrough
was analyzed co-researcher narrativesnarratives
co-researcher connected
toconnected
the different forms
to the of learning
different forms presented
of learninginpresented
Section 2.2. Narratives
in section have been have
2.2. Narratives shown to be
been a useful
shown to
way
be aofuseful
communicating community community
way of communicating learning [30], with narrative-inquiry
learning research being
[30], with narrative-inquiry especially
research being
useful in curriculum
especially useful in development [60,61]. This[60,61].
curriculum development methodThisalsomethod
aligns closely with the
also aligns Transgressive
closely with the
Action ResearchAction
Transgressive methodology,
Researchwhich seeks to bring
methodology, whichinseeks
the voice of co-researchers
to bring in the voice of [13]. Co-researchers
co-researchers [13].
wrote field notes wrote
Co-researchers duringfield
the implementation
notes during the phase of the course, phase
implementation recording keycourse,
of the learningrecording
points related
key
tolearning
a specific form of learning.
points related to a specific form of learning.
3.4. Course EvaluationSustainability 2020, 12, 2601 11 of 24
3.4. Course Evaluation
The evaluation stage (step 10) is presented through the learning experiences perceived by course
participants. Focus groups were conducted by the co-researchers with each of the three grassroots
participant groups, and the university group (see Figure 1, above). Focus groups have been shown to
be an effective way of eliciting the student voice in higher learning curriculum design [62]. Each focus
group was facilitated by the corresponding co-researcher, with questions centered around the different
aspects of the course and forms of learning (as described in Section 2.2 above) (see Appendix A for
focus group questions).
The process of data analysis for the focus groups was based on thematic coding [63]. Each focus
group was recorded, and an abridged transcript for each focus group was made by the lead author in
the qualitative analysis software NVIVO. In order to enhance reliability [63], the coding process was
performed in various rounds and by various authors. The lead-author carried out the first round of
coding deductively, based on the focus-group questions template, with the objective of categorizing
the data and related quotes of the participants according to the four forms of learning. Through nested
coding, these categories were then coded inductively as to whether they acted as levers and/or barriers
to bridging community learning and higher education. The second author revised the first and second
round of coding, with some divergences in results being resolved through discussion among the two
coders. In a third round, the previous categories were analyzed by the first two authors individually to
identify the themes that were emerging based on the lever and barriers previously identified. There
were some differences in the themes identified between the two authors, and these were discussed in a
fourth round between the two coders, as well as co-authors six and seven, who did not participate in
the course, but who contributed to the thinking process throughout the development of the research.
As a result of this process, the final set of themes have been defined, and elaborated in the results
Section 4.2.
4. Results and Analysis
4.1. Implementation (Step 9) Narratives from Co-Researchers
The course Turismo de Origen took place between 5 and 30 November, with 56 registered participants
across the participant groups (presented in Figure 1). A challenging aspect of the course was the
participation of individuals and communities with different social, economic, and cultural backgrounds,
as well as technological access and capacity. As the following accounts demonstrate, these anticipated
challenges led to a focus on flexibility and collaboration between co-researchers and participants,
leading to intended and unintended learning experiences.
4.1.1. Learning to Know: “Learn Together, Not Apart,” Margarita Zethelius, Las Islas del Rosario
“From the start I had anticipated challenges in terms of internet and electricity availability, as
well as access to cellphones and computers to take the course. Las Islas del Rosario is not
connected to the energy grid, and many residents have few economic resources. The logic of
the online platform is that each participant registers with their email address, individually
view material from their account, with the platform then providing individual statistical data
for evaluation purposes. However, the phones of two of the participants in my group broke
right before the course began, and during the inscription I realized that many participants
did not have email addresses with which to register. It also just seemed difficult for many of
the participants to carry out activities by themselves in the format of the modules. Unlike
the participants in my group, I have a university degree, and have been taught to work
individually and systematically. Throughout the course I noticed that the “traditional” logic
of the participants is to learn together, not apart, and that for them it is challenging to navigate
the more individualistic logic of higher education. I decided to adapt how the course was
given by collectively showing the online material at defined times through a projector in LaSustainability 2020, 12, 2601 12 of 24
Casa Teranga. This was much more motivating for the participants, as they could watch and
discuss the material together. As one of the participants shared ‘it is nice to hear what others
understand and share opinions.’”
(Figure 6)
Sustainability 2020, 12, x 12 of 24
Figure 6. Participants
Participants from
from Las
Las Islas
Islas del
del Rosario
Rosario viewing
viewing material
material in Casa Teranga. (Photo
(Photo credit:
credit:
Margarita Zethelius.)
4.1.2. Learning
4.1.2. Learning to
to Be:
Be: “ICT
“ICT created
Createdaffective
Affectivebonds
Bondsofoffriendship
Friendship Between
between Participants,”
participants,” Tatiana
Tatiana
Monroy, Facilitator
Monroy, Facilitator
“It is midnight and I am sitting by the fire at my home in Spain, ready to facilitate a video
“It is midnight and I am sitting by the fire at my home in Spain, ready to facilitate a video
conference between the participants of our course. In different parts of Colombia, six hours
conference between the participants of our course. In different parts of Colombia, six hours
behind, people are finishing work and will be getting ready for the conference. For the past
behind, people are finishing work and will be getting ready for the conference. For the past
month the course participants have only seen each other in videos on the online platform,
month the course participants have only seen each other in videos on the online platform, and
and shared messages on WhatsApp. Then the time has come to start. I introduce everyone,
shared messages on WhatsApp. Then the time has come to start. I introduce everyone, explain
explain the agenda and etiquette for using the video conference platform. Each community
the agenda and etiquette for using the video conference platform. Each community has elected
has elected a spokesperson to present their community and the project they are working on.
a spokesperson to present their community and the project they are working on. I am very
I am very impressed by the engagement of the participants - the attention they are giving
impressed by the engagement of the participants - the attention they are giving each other.
each other. Especially with the Camentza family I felt the depth and conviction of their real
Especially with the Camentza family I felt the depth and conviction of their real world situation,
world situation, which is often not conveyed in classroom learning. Although this meeting
which is often not conveyed in classroom learning. Although this meeting has been virtual, I feel
has been virtual, I feel that the ICT created affective bonds of friendship between participants
that the ICT created affective bonds of friendship between participants who would not normally
who would not normally meet.”
meet.”
4.1.3. Learning to Do: “Experiential Activities Can Lead to Collective Understandings,” Martha
4.1.3.
Chaves,Learning
ANUCto Do: “Experiential activities can lead to collective understandings,” Martha
Filandia
Chaves, ANUC Filandia
“Experiential learning was best felt during the main workshop of the course, where my
“Experiential
group, along learning
with the was best felt
students fromduring the main workshop
the University of Quindío,of the
metcourse,
at the where
ANUCmy group,
Casa
Campesina in the town of Filandia. Each participant was encouraged to bring a food dishin the
along with the students from the University of Quindío, met at the ANUC Casa Campesina
town
basedofonFilandia.
a recipe Each
from participant was encouraged
their childhood, representingtoa bring a foodfood
traditional dishofbased on a recipe
the region. Oscarfrom
presented a pork recipe that his mom used to prepare each Sunday, and Hernan brought that
their childhood, representing a traditional food of the region. Oscar presented a pork recipe
his mom used
a plantain to prepare
colada, a beverageeach Sunday,
that and with
filled him Hernan brought
energy a plantain
before going to colada,
schoolaevery
beverage
day. that
filled him with
Discussions energy
centered before
around howgoing to school
relations every day.
and emotions Discussions
were centered around
built and expressed through how
relations and emotions were built and expressed through food. This was exciting
food. This was exciting because the experiences crossed all boundaries between the peasants because the
experiences crossed all boundaries between the peasants and the students present, providing a
feeling of a collective understandings. As a group we talked about the other communities in the
course who had shared traditional recipes through the WhatsApp group and whom had
emphasized the effort they put into keeping their culture alive. In relation to these reflections,
an interesting sentiment shared by both university students and ANUC members was the needSustainability 2020, 12, 2601 13 of 24
and the students present, providing a feeling of a collective understandings. As a group
we talked about the other communities in the course who had shared traditional recipes
through the WhatsApp group and whom had emphasized the effort they put into keeping
their culture alive. In relation to these reflections, an interesting sentiment shared by both
university students and ANUC members was the need to improve the organization of ANUC
to maintain the peasant culture in the face of mass tourism.”
‘ (Figure 7)
Sustainability 2020, 12, x 13 of 24
.
Figure 7. Members of the Asociacion Nacional De Usuarios Campesinos (ANUC) and university
Figure 8. Members of the Asociacion Nacional De Usuarios Campesinos (ANUC) and university
students of Quindío listening to local historian in la Casa Campesina, Filandia. (Photo Credit: Martha
students of Quindío listening to local historian in la Casa Campesina, Filandia. (Photo Credit: Martha
Chaves.)
Chaves.)
4.1.4. Learning to Anticipate: “How We Value Our Own Knowledge in Relation to That of Others.”
Thomas Macintyre,
4.1.4. Learning Student Group
to Anticipate: “How we value our own knowledge in relation to that of others.”
Thomas Macintyre,
“I had expectedstudent group
the university students to be the most active members in the course,
contributing
“I had expected and synthesizing
the concepts,
university students to as
be this is one
the most of the
active great strengths
members of academia.
in the course, contributing
Although the majority
and synthesizing of students
concepts, wereisactive
as this one ofin sharing
the greatresearch experiences
strengths in the WhatsApp
of academia. Although the
messaging
majority ofgroup,
studentsandwere
systematizing the projects
active in sharing of each
research community
experiences in into a national tourist
the WhatsApp messaging
route, there was particularly one student who struggled to provide a voice.
group, and systematizing the projects of each community into a national tourist route, there was Having noted
that the student
particularly onewas not participating
student who struggled in the WhatsApp
to provide group,
a voice. I asked
Having the student
noted that thewhy not. was
student
The
not student in"Who
replied,
participating am I to comment
the WhatsApp group, on ’other’
I asked forms
the ofstudent
knowledge?
whyOther participants
not. The studentcome
replied,
from communities where there is so much culture. I have nothing to contribute with."
"Who am I to comment on 'other' forms of knowledge? Other participants come from communities where I suggested
the
therestudent (who culture.
is so much had completed all the online
I have nothing material)
to contribute shareI views
with." on scientific
suggested knowledge
the student (who had
in academia.
completed allThe
the student replied, however,
online material) share views thatonitscientific
was the community
knowledge in members
academia. whoThewere
student
the protagonists,
replied, however,and that
that the emphasis
it was the communityshouldmembers
be on what who they had the
were to share. As an academic
protagonists, and that the
myself,
emphasis fascinated
should be byon
other
what ways
theyofhadknowing,
to share. and
Ashaving sharedmyself,
an academic my own perspectives
fascinated withways
by other
course
of knowing, and having shared my own perspectives with course participants, I saw thisaas an
participants, I saw this as an unexpected outcome of the course, demonstrating
disbalance outcomehow
unexpectedbetween of we
thevalue our demonstrating
course, own knowledge in a relation
disbalance to that of others.”
between how we value our own
knowledge in relation to that of others.”
4.2. Evaluation of the Course Turismo de Origen
The evaluation of the course, as perceived by the participants, was examined through four focus
groups, each facilitated by the respective co-researcher. The focus groups explored the learning
experiences of participants engaged in the course, especially in terms of perceived levers and barriersSustainability 2020, 12, 2601 14 of 24
4.2. Evaluation of the Course Turismo de Origen
The evaluation of the course, as perceived by the participants, was examined through four focus
groups, each facilitated by the respective co-researcher. The focus groups explored the learning
experiences of participants engaged in the course, especially in terms of perceived levers and barriers
supporting or hampering multiple forms of learning (see Appendix A for focus group questions). The
following subsections illustrate the results of the thematic coding (method described in Section 3.1.)
with each theme referring to the four forms of learning described in Section 2.2. (learning to know, be,
do, and anticipate).
4.2.1. Use of Information and Communication Technologies (ICT)
The ICT theme emerged strongly in the course due to the blended learning approach, whereby
technologies such as videoconferencing, WhatsApp messaging, and the online platform were
combined with physical face-to-face workshops to provide opportunities for participants from different
communities and students to interact across Colombia and Spain.
Various course participants shared the ICT mediated learning environment as an opportunity for
learning and for capacity building (learning to do). For example, Emerenciana from the Camentza
community noted in the focus group, “I was intimidated by the technology for the course, but you
[co-researcher Tania Villarreal] came to our house and showed us how to use the technology, it was a
very good opportunity.” In other cases, ICT was even considered as a means for valorizing culture and
ancient knowledge (learning to know). For example, Marcella from Las Islas de Rosario noted how as
a child, “when teachers asked us for information, they sent us to the library or to ask somebody. Now
we ask everything to the computer, the smart phone. However, during the tertulias [oral gatherings],
we recorded the conversations of the elders, we are giving a positive use to the technology. Giving
voice to the saberidores [those that know].”
Furthermore, several participants experienced the online learning platform and material in a way
which we can understand as supporting critical reflection (learning to know). For example, Camila of
the Camentza community noted of Las Islas del Rosario, “From a situation of so much scarcity, they
continue moving forward, not braking, although they do not have energy, or their own drinking water.
Here we have everything, and we do not appreciate it. I saw on the videos on the platform they have
ways of harvesting water, while here we complain if the water gets cut off for two hours in the evening.”
The environmentalist Fernando of ANUC, in his reflections about the afro community Las Islas del
Rosario, said, “we sometimes think of the costeños [people from the coast] as very ‘tropical’ [relaxed
work ethic], but in the videos I saw people with a lot of energy and drive, conscientious and worried
about their future.”
On the other hand, some participants reported that the learning material provided too much
information (learning to know). For example, during the focus group, social work alumni Alejandra
from the University of Quindío shared the following: “it was fun that most material was in the forms
of videos, but I got saturated by the quantity of visual material.” This feeling was collaborated by
others, for example, by co-researcher Margarita during a feedback meeting with co-authors, whereby
Margarita noted that participants in Las Islas del Rosario started losing focus after watching a series of
videos, especially the videos which only showed the person speaking.
Alongside the above experiences, some participants using online technologies for the first time,
shared that they unexpectedly realized that technology is changing the world, and can help empower
local communities (learning to anticipate). For example, the elder peasant Guillermo from ANUC
shared his amazement that the facilitator for the video conferences was in Spain: “She [co-researcher
Tatiana Monroy] could connect us to the community in Las Islas and the Camentza. This is something
amazing. How the world is changing.” Or for example, Emerenciana from the Camentza community
noted: “We talk a lot about what is one’s own, what is sacred and every-day. But this also needs to
move in the world of technology . . . bringing these aspects together will help us give some authority
in the work we are doing, especially with the institutions we are working with.”You can also read
