Communication that fosters collective action is considered a key driver of transformational change. This study explores the role that cooperatives could play in transforming the current unsustainable food system toward sustainability. The focal point of the study is how communication processes of nonprofit cooperative forms of collective action can optimize their transformative capacity and, in a wider context, contribute to agricultural transformation. The study addresses former research on transformation, in particular on how transformation is triggered at local level. To assess how transformation can be stimulated in practice, the case of a new food cooperative – Farming Communities, a grassroots initiative in the south of the Netherlands – is investigated. Farming Communities serves as an example of an innovative form of food production and illustrates how collective action and connective action come about through interaction. Collective action, depending on the quality and the results of interaction, is fostered by acknowledged vertical and horizontal interdependence and a certain level of trust. Interaction dynamics for collective action can enhance transformative capacity by emergent new ways of doing, knowing, framing, and organizing. Furthermore, the concept of connective action is introduced, which entails interaction dynamics among individuals who share ideas and opinions via networked technologies. Connective action can overcome the fragility of a single local initiative and is suitable for enhancing the transformative capacity of a grassroots initiative. However, a surplus of connection action could hamper the robustness of collective action. Cooperatives are therefore challenged to find a fruitful balance between collective action and connective action.
In today’s foreign language (FL) education, teachers universally recognise the importance of fostering students’ ability to communicate in the target language. However, the current assessments often do not (sufficiently) evaluate this. In her dissertation, Charline Rouffet aims to gather insight into the potential of assessments to steer FL teaching practices. Communicative learning objectives FL teachers fully support the communicative learning objectives formulated at national level and embrace the principles of communicative language teaching. Yet, assessments instead primarily focus on formal language knowledge in isolation (e.g., grammar rules), disconnected from real-world communicative contexts. This misalignment between assessment practices and communicative objectives hampers effective FL teaching. CBA toolbox The aim of this design-based PhD research project is to gather insight into the potential of assessments to steer FL teaching practices. To this end, tools for developing communicative classroom-based assessment (CBA) programmes were designed and implemented in practice, in close collaboration with FL teachers. Rouffet's dissertation consists of multiple studies, in which the current challenges of FL education are addressed and the usage of the CBA toolbox is investigated. Findings reveal that assessing FL competencies in a more communicative way can transform teaching practices, placing communicative abilities at the heart of FL education.
Engagement is seen as an important characteristic of action research. The term is often used to refer to the participation and involvement of the research participants. Within this article we take another angle and explore the concept of engagement in relation to the main action researcher. Using an auto-ethnographic approach, we illustrate that the involvement and 'closeness' of the researcher, although necessary within action research, can also have a darker side as people have the tendency to get trapped in their own beliefs and prejudices. If not mindful enough of their own involvement and way of being within the context, the researcher can lose him or her self in the situation and is no longer able to encourage or facilitate the participation of others. We give suggestions for realising productive engagement as a (participatory) researcher using concepts such as mindfulness and mindsight.
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