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The application of theory to practice in addressing social
transformation still has a lot of room for growth and improvement.
This is also true of theory being informed by practice. Too often,
there are gaps between what is studied in the academy and what is
needed in the field. The academy develops theories in isolation
from the everyday lives of people, especially in post-conflict
environments. Communities seeking innovative ways to address their
social needs can benefit from the learning of theories and research
conducted within academia. At the same time, these methods need to
be relevant to the local contexts within which they are being used.
While there are certain norms of communication in the academy of
how research is conducted and disseminated, there needs to be a
translation into practical terms to be used in the field.
Redefining Theory and Practice to Guide Social Transformation:
Emerging Research and Opportunities addresses the need
practitioners and social change agents have in finding processes
and practices to use in the field to engage with and transform
communities. This critical reference book provides an innovative
fieldwork method that leads to social transformation and suggests
ways to further develop the relationship between academic theories
and practices around social conflicts with the existing local
knowledge. The chapters include mini case studies that have been
developed over the years from the authors' work with youth and
community leaders with the objective of providing a methodology
that allows practitioners to approach the field by engaging with
local actors in ways that are generative and trustworthy, yet
rigorous. While highlighting the practices, notions, and
technologies that are at work in conflict, post-conflict, or
transitioning out of conflict settings by local community leaders,
this book is ideally for practitioners in the field of conflict,
peacebuilding, and social and conflict transformation; community
leaders and social organizers; as well as practitioners,
stakeholders, researchers, academicians, and students interested in
social transformation.
The authors have written about some of these findings in various
channels, including a case study on the “Case of Medellin” for
the “Missing Peace: Independent Progress Study on Youth, Peace,
and Security”, written for the United Nations after the adoption
of resolution 2250 in 2015. Most of the literature explains the
condition of youth in conflict zones tend to reduce them to the
victim-victimizer dichotomy. This book tells stories of youth in
conflict zones, and through their life history the authors theorize
about what constitutes being a youth in a conflict zone. This
approach sheds light on what these youth enjoy, desire, fear, how
they see the world and the future, to be able to understand peace
and peacebuilding from a broader perspective. Expands the current
understanding of youth by considering the condition of
“youthness,” from the perspectives of youth themselves.
Although the emphasis is on individual testimonies, the research
gives ample opportunity to appreciate the contextual diversity in
the local regional social processes beyond Colombia. There are many
academic programs centering their work on this subject matter,
including: Negotiation and Conflict Resolution master’s program
at Columbia University; Peace and Conflict Studies master’s
program at Rutgers University; Peace and Conflict Studies
master’s program at University of Oslo; Peacebuilding master’s
program at Universidad de Los Andes (Colombia).
The authors have written about some of these findings in various
channels, including a case study on the “Case of Medellin” for
the “Missing Peace: Independent Progress Study on Youth, Peace,
and Security”, written for the United Nations after the adoption
of resolution 2250 in 2015. Most of the literature explains the
condition of youth in conflict zones tend to reduce them to the
victim-victimizer dichotomy. This book tells stories of youth in
conflict zones, and through their life history the authors theorize
about what constitutes being a youth in a conflict zone. This
approach sheds light on what these youth enjoy, desire, fear, how
they see the world and the future, to be able to understand peace
and peacebuilding from a broader perspective. Expands the current
understanding of youth by considering the condition of
“youthness,” from the perspectives of youth themselves.
Although the emphasis is on individual testimonies, the research
gives ample opportunity to appreciate the contextual diversity in
the local regional social processes beyond Colombia. There are many
academic programs centering their work on this subject matter,
including: Negotiation and Conflict Resolution master’s program
at Columbia University; Peace and Conflict Studies master’s
program at Rutgers University; Peace and Conflict Studies
master’s program at University of Oslo; Peacebuilding master’s
program at Universidad de Los Andes (Colombia).
The Reflective, Facilitative and Interpretive Practices of the
Coordinated Management of Meaning: Making Lives, Making Meaning,
showcases practical applications of the theory of Coordinated
Management of Meaning (CMM). In the facilitation section, CMM
creates dynamics within groups leading toward improved ways of
working together; in the interpretation section CMM offers
alternative frames to interpret interactions with one another; and
in the reflection section CMM is a means to reflect on experiences
and interactions to deeper levels of understanding and learning.
CMM is grounded in social constructionism, takes a communication
perspective and provides concepts and tools for making better
social worlds.
This book addresses the disparity between transformative learning
theory as espoused and practiced in the classrooms of the academy,
and its application beyond. It articulates new models of
transformative education that integrate transformative learning
theory with other models of change and development. The three
editors and eleven contributors draw on both theory and practice to
illustrate how transformative learning has been introduced to a
variety of settings and cultures, and synergistically integrated
with theories of communication, participatory action research, and
communities of inquiry and practice. Organized around the themes of
creating space for learning; looking though the lenses of culture,
diversity, and difference; and animating awareness through the
expressive and performative arts, this collection will broaden
awareness and aid scholars, students, and practitioners in using
transformative learning as an approach to adult learning and social
and organizational change in a range of settings.
The application of theory to practice in addressing social
transformation still has a lot of room for growth and improvement.
This is also true of theory being informed by practice. Too often,
there are gaps between what is studied in the academy and what is
needed in the field. The academy develops theories in isolation
from the everyday lives of people, especially in post-conflict
environments. Communities seeking innovative ways to address their
social needs can benefit from the learning of theories and research
conducted within academia. At the same time, these methods need to
be relevant to the local contexts within which they are being used.
While there are certain norms of communication in the academy of
how research is conducted and disseminated, there needs to be a
translation into practical terms to be used in the field.
Redefining Theory and Practice to Guide Social Transformation:
Emerging Research and Opportunities addresses the need
practitioners and social change agents have in finding processes
and practices to use in the field to engage with and transform
communities. This critical reference book provides an innovative
fieldwork method that leads to social transformation and suggests
ways to further develop the relationship between academic theories
and practices around social conflicts with the existing local
knowledge. The chapters include mini case studies that have been
developed over the years from the authors' work with youth and
community leaders with the objective of providing a methodology
that allows practitioners to approach the field by engaging with
local actors in ways that are generative and trustworthy, yet
rigorous. While highlighting the practices, notions, and
technologies that are at work in conflict, post-conflict, or
transitioning out of conflict settings by local community leaders,
this book is ideally for practitioners in the field of conflict,
peacebuilding, and social and conflict transformation; community
leaders and social organizers; as well as practitioners,
stakeholders, researchers, academicians, and students interested in
social transformation.
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