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Somos un Proyecto de Investogación Participativa, que enfoca el estudia el derecho a la equidad como marco para la sustentabilidad (humana, ecologica, social, cultural afectiva).  Nos efocamosen…con miras a expandir…

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Facebook page: Semillero de literacidades insumisas

Instagram: instagram.com/semilleroli

Email: semilleroli@outlook.com

Dr Sharifa Abdulla is a Malawian scholar and participatory arts for development practitioner holding a senior lecturer position with the School of Arts, Communication and Design, University of Malawi.

She holds a PhD in Education from the University of Glasgow (Public Health engagement through Community Arts). Sharifa’s work focuses on the design and development of arts-based methodologies that  work with indigenous knowledge systems and integrate communities as vital agents of change. Her work on decolonizing methodologies focuses on conducting ethical research with indigenous and less privileged communities. She is an expert facilitator around participatory practices and approaches to community engagement. 

• Design, development, leadership and implementation of participatory health related programs for over 16 years, including co-founding the Art and Global Health Center Africa (Artglo). She is also a founding member of the Malawi Medical Humanities Network. 
• Design, development, and delivery of  training packages on participatory ethical community engagements and Community Centred Approaches to  health promotion and Development. 
• Design and develop Social Behaviour Change Programs for health promotion

Rakhat is Team Leader of the Quality Learning Ecosystems programme at the UNESCO Institute for Lifelong Learning, Hamburg, Germany.

Formerly a teacher educator in her native Kyrgyzstan and later in Pakistan, Rakhat currently works as a Team Leader of the Quality Learning Ecosystems Programme at the UNESCO Institute for Lifelong Learning (UIL) in Hamburg, Germany. Before joining UIL, she worked with the Deputy Ministry for Literacy of the Ministry of Education in Afghanistan. In this capacity, she contributed to the capacity development of curriculum designers and textbook writers and managed the development of new early literacy and numeracy textbooks for youth and adults. Rakhat holds a doctorate in education from the Ontario Institute for Studies in Education at the University of Toronto, Canada, and a master’s degree from the Institute for Educational Development at Aga Khan University, Pakistan. Rakhat and her team coordinate the Secretariat of the Global Alliance for Literacy, a global network of 30 countries and 14 associate members, to advocate for literacy at the global level. She is currently co-editing a book on family literacy and learning from an international perspective with Professor Esther Prins of the Pennsylvania State University, USA. 

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Nancy is an Associate Professor at Universidad de los Andes.

Nancy has taught social sciences at primary and secondary level and has participated in initial and in-service teacher training. She is currently director of the undergraduate programme and professor at the Faculty of Education of the University of the Andes in Bogotá. Her areas of interest are: curriculum, teaching and learning of social sciences in primary and secondary education, and ethno-education.  She is also part of an interdisciplinary research group on historical ecology and social memory from which she has worked to bring scientific knowledge closer to school knowledge in rural areas and to promote children’s learning based on knowledge of the dynamics of their daily contexts.

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Lisa is a professor at Monash University.

Professor Lisa Grocott is a co-design researcher who thrives on collaborating with interdisciplinary teams on social transformation projects. She believes co-design brings an integrative, participatory and relational orientation to research collaborations that cannot be addressed by one discipline alone. She is the Director of WonderLab at Monash University, Australia and is an Honorary Professor at the Design for Play Lab, Design School Kolding, Denmark.  

Lisa’s relational approach to designing transformative learning has been forged by collaborating with psychology and education researchers, creative methodologists and ethnographers in Australia, United States, Denmark and Great Britain. Her recent book Design for Transformative Learning: a Practical Approach to Memory-making and Perspective-shifting draws on the Indigenous and interdisciplinary lessons of her education, decades of practice-based research and the science behind designing strong memory traces. She is committed to designing playful encounters that scaffold the challenging work of shifting mindsets, worldviews, and limiting beliefs. Her expertise in transformation is informed by decades of leadership roles, including Dean of Academic Initiatives at Parsons in New York and Head of Design at Monash. Lisa was raised in Aotearoa New Zealand with whakapapa from Ngāti Kahungunu on her mother’s side and settlers from the United Kingdom on her father’s.

More about Lisa:

https://www.linkedin.com/in/lisa-grocott-3ab6ba25/

https://www.designingtransformativelearning.com/

Lisa is an anti-disciplinary scholar, methodologist and maker based at the University of Glasgow where she leads an MSc in Education for Sustainable Futures.

Her work focuses on practices of knowledge, reality and meaning making as they are enacted within and across disciplines and topics, including education, time, urban studies, design, philosophy, craft, public policy, ethics, cultural studies, emotion, and justice. 

Her work is guided through readings with post-qualitative, post-humanist, new materialist, assemblage, and STS theories, as well as auto-theoretical encounters that often exceed the academy. She brings an ever-evolving constellation of performative and transformative methodologies to her research, including (auto)ethnographic, participatory, research-creation, speculative, practice-based, worlding, and arts-led approaches.

Underpinning her academic practice is a belief that theory and method should be used as tools to prise apart dominant knowledge practices, towards realities unseen, and towards more just and undisciplinary modes of thinking and doing. She considers academia a potent site in this regard and actively exercises slow, relational, community-led practices as modes of critique and resistance. She is just as at home (re)imagining, (un)learning and restor(y)ing sustainable worlds through quilting, pottery, crochet and printing, connecting the head, the heart, the hand and the other.

More about Lisa:

Twitter: @Lisa_Bradley_

Mastodon: @lisabradley@mastodon.scot

Jennifer is a Professor of Digital Literacy at the University of Sheffield, School of Education.

Jennifer has an enduring interest in the lived literacy practices (digital, print, media-driven, maker) of children and young people in formal and informal contexts. Jennifer has researched across a range of contexts with children all the way to older populations, often as shorter ethnographies from 8 weeks to 6 months and with an action research and, over the past two years, research creation lens on how people learn with and through literacies. Having collaborated significantly with Kate Pahl and writing about artifactual and living literacies, she has moved into more post-qualitative research that explores sociomaterial engagements because she believes that literacy research needs more expansive and dimensional ways to capture literacy lives. More recently, she has focused on the post-digital as the tacit and idiosyncratic ways that people of all ages and stages make meaning across digital/material/embodied/sensory texts. Of note, she is a co-editor of Reading Research Quarterly, Digital Culture & Education, and the Routledge Expanding Literacies in Education book series.

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Jennifer on Twitter

Gehan provides Organisational Support to GalGael Trust.

With a background in 90s activism, Gehan Macleod is entangled with GalGael – a community based in Govan, Glasgow that is coming to understand itself beyond the bounds of organisation or NGO and more as reconvening people. A stance that goes back to GalGael’s origins around a protest fire at Pollok Free State, an anti motorway camp. In that sense GalGael make, decide and learn together. Standing shoulder to shoulder practical work and craft generates skill, agency and community while craft and making become part of a process of reclaiming self, community, citizenship and livelihoods, in a future where our collective humanity must take its place in a just world.

She is also caught up with prefigurative work with the Scottish degrowth and decolonisation collective – Enough!

More about Gehan:

Gehan on Twitter