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  • Greetings to everyone. I am indeed happy to join this group and ready for collaboration in research and training
    By: Ndubuisi S. Machebe
    Sunday, Apr 7, 2024
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  • Navigating the Complexities Building Bridges and Sustainable Impactful Networks in Research
    Summary: In a fast world where innovation and impact are critical slogans, researchers are required to build their partnerships and grow networks to advance research that transforms lives beyond academic papers. It is equally critical to know the intricacies of connecting with the right people and teams. This article unpacks some of the in ways around the complexities for researchers aiming to works across such environments. Farai Kapfudzaruwa is a Research and Strategic Partnerships Manager at Future Africa, University of Pretoria. People often say, “the world is becoming small”, when discussing meeting new friends and forming partnerships. This statement reflects the increased connectivity among people, facilitated by rapid transportation and advanced communication methods. However, does the idea of a shrinking world really make it a simple, smooth, and easy process to build sustainable and impactful networks? While the phrase "the world becomes small" suggests ease of navigation, it also brings to light increasingly intricate and complex environments. The kind of environments that are a compound of diverse cultures, trends, and knowledge systems, call for one to re-learn what they know. Neither research nor academia holds a special entry pass into this realm; they must navigate these intricate environments just like everyone else to advance research and societal knowledge. Only by doing so, we will manage to begin to tackle some of the most complex problems with strong bridges and networks.  As the principal investigator of the Africa-Asia Business Partnership Forum, co-funded by the Alliance for African Partnership (AAP), we navigated a myriad of complexities to drive the project towards success. This project brought together South African, Japanese, and US partners, encompassing academics, young entrepreneurs, and their value chain stakeholders. Farai and his team faced the challenge of managing cultural differences, a task that proved to be intricate. For instance, during the project’s initial virtual workshops, Japanese entrepreneurs, known for their quiet and reserved nature, found it difficult to adapt to the interactive format, in contrast to the vocal and assertive South African entrepreneurs. This innocent disparity is something that is usually overlooked and often not considered to be a thing to account for when conceptualising projects, but it can cause and lead to serious imbalance in sharing ideas and creating a levelled environment where thoughts circulate with ease. In this instance, this disparity led to the Japanese feeling overwhelmed.  To address these issues, the team acknowledged the significance of cultural sensitivities and redesigned the workshops to be more inclusive of Japanese participants. They also encountered diverse work cultures and problem-solving methods among the researchers, adding another layer of complexity to the project’s execution.  The foundational principles of effective networking always revolve around two key tenets. The first principle emphasizes the importance of understanding context. This entails understanding and recognizing that every individual, partner, community, or organization operates within a unique socio-cultural, knowledge system, resource-based, and personality-driven context. The second principle highlights the value of being open-minded and receptive to learning. Therefore, when initiating engagements with new partners, it is crucial to approach with an open mind and actively seek to comprehend their specific context.  Mutual respect amongst partners always ensures that diverse views and cultures are accounted for in a partnership. This entails understanding that each partner brings unique value to a project. Once everyone’s value is accounted for and appreciated it allows for equitable distribution of resources and tasks in the team. Often, Global South partners are portrayed as recipients of capacity-building support which then undermines their role in projects. This perception can arise from a lack of appreciation for their indigenous knowledge systems (IKS), which may be dismissed as insufficiently rigorous by Global North partners.  By taking the time to understand and respect the value of IKS, Global North partners can find value in the contributions of Global South partners. Furthermore, it’s one thing to understand, respect, and value a different cultural context or way of doing things in a partnership and another to take a key interest and learn a different context. Language is a good example, it's one thing to appreciate a different language and another thing to take an interest and attempt to learn that language to enable you to communicate more effectively with local partners.    Avoid the Misconceptions and Mix Things Up  One of the most prevalent and biggest misconceptions about networking is the belief that relationships should naturally form among researchers or partners who share similar backgrounds and priorities and who are from the same discipline and/or have aligned interests. However, within the context of transdisciplinarity, such relationships often lack innovation and diversity and exhibit significant homogeneity, as they predominantly involve partners with similar interests. In one of the projects that I lead at Future Africa, this is the core of what we do. Supported by the International Science Council, the project explores the idea of a Science Technology and Innovation (STI), Leadership Forum. STI isn't solely about the natural sciences. The project has gained traction by engaging a diverse array of experts and leaders across disciplines, including the social sciences. These professionals contribute their insights on integrating natural sciences with policy to enhance the African STI landscape. The impact of valuing and integrating varied disciplines and expertise has enriched our research methodologies and outcomes. Therefore, it is highly recommended to seek out networks that challenge you and offer diversity, as this creates opportunities for transformative impact. Engineers, for instance, are encouraged to actively cultivate and nurture relationships with sociologists or artists, as they can leverage each other's expertise for mutual benefit. Similarly, academics should strive to engage with sectors beyond academia, such as the private sector or government, to foster relevance and impact of research and teaching, thus catalyzing innovation across diverse fields.   Another common misconception revolves around the idea that networks are inherently self-serving. However, this is not the case. As an academic, you can actively participate in networks, such as community groups, where the focus is not on extracting value but on adding value and making a positive impact by transforming lives. I believe in the power of diverse networks to foster significant, transformative impacts, and I advocate for connections beyond traditional boundaries, such as those between engineers and sociologists or artists, to leverage unique expertise for mutual benefit. This strategy extends to academics engaging with sectors outside of academia, enhancing the relevance and impact of their work across different fields. For example, I am engaged in a network of Non-Profit Organizations (NPOs) addressing child labor and sustainability in the wine industry which illustrates this point. My interaction with stakeholders like human rights lawyers and community leaders enriches my understanding of the problem, while my academic contributions to grant proposal writing and transformative partnerships underscore the value of reciprocal, impactful networking. This experience not only broadens my perspective but also significantly enhances the collective efforts towards sustainable and ethical practices in the industry. In essence, this example reflects a broader principle: networks should not be self-serving but rather avenues for adding value and effecting positive change. My involvement in both academic and non-academic networks highlights the dual benefits of recognition and the opportunity to mentor and support others, ultimately leading to a more interconnected and transformative impact across disciplines and sectors.  Attention to Newcomers in Academia  Firstly, start building networks at an early stage in your graduate studies at conferences, social gatherings, and many other places. Find mentors who can introduce you to their networks for you to benefit and learn. Secondly, always make an effort to engage with partners outside your comfort zone or your area of expertise or sector. You are more likely to be impactful from a research and teaching perspective if you always have a transdisciplinary lens to your work. This is critically important in an academic environment that increasingly values societal impact. If you work with local communities – show respect and value them.    Practical Techniques for Working Across Sectors and Cultural and knowledge Contexts  Given the diverse expertise and capacities in such partnerships, the key to ensuring impact and sustainability is to ensure everyone has input in setting the agenda and goals. As such, communicating and engaging on the project management plan early and transparently is essential. Secondly, clearly defining the roles of each partner based on their expertise and capabilities (resources and time) is key. This ensures there is accountability in the partnership. Thirdly, it’s important to develop reflexive practices which enable all the partners to contribute to the project through learning from others’ expertise, competencies and disciplines. For example, if you want to learn the value of government or civil society, the best way is through regular knowledge sharing sessions where partners share their expertise, competencies, and lessons learned. This can be an opportunity for individuals and partners to learn new skills and expertise. In scenarios like these, it's crucial to give everyone a voice. Adopting the "world café" concept, where workshop participants are divided into small groups, ensures that each partner can contribute their insights. In 2022, we organized a transdisciplinary capacity development workshop for early career researchers. The aim was to collaboratively design projects addressing global challenges. To break the ice, we introduced games that facilitated socialization and mutual acquaintance among participants. This strategy helped build rapport and relationships, enabling productive engagement throughout the week. Such interactive approaches can foster communication and collaboration in workshop settings.    Fourth, given the variety of backgrounds and competencies in these complex knowledge systems its always important to “speak the same language”. For example, simple tools such as documented communication guidelines, or glossary of terms can help data scientists and policy makers understand each other across disciplines. Fifth, use multidisciplinary approaches to ensure that everyone benefits. Generally, academics value “methods” whereas policymakers value results/practical outcomes. This means creating flexible design frameworks that can accommodate variable scope and unanticipated results. It is important to know that there is need for mutual benefit and there are several approaches to achieving a shared vison and outcome based on the nature of the stakeholder. Therefore, it is important to emphasize the preferred method of integrating multidisciplinary approaches to ensure that all partners benefit from the collaboration. Partners must therefore acknowledge the different priorities and perspectives of academic researchers and policymakers, highlighting the need for flexible design frameworks that can accommodate diverse goals and outcomes.  For example, a partnership focused on environmental conservation and policy development might involve academic researchers specializing in ecological studies, policymakers from government agencies, and environmental advocacy groups. Each partner brings unique strengths and priorities to the table. The academic researchers may prioritize rigorous scientific methodologies, data collection, and analysis techniques to understand ecosystem dynamics, species diversity, and environmental impacts while policymakers may prioritize actionable insights, policy recommendations, and practical solutions to address environmental challenges such as deforestation, pollution, and habitat loss. When designing the project, a flexible research framework that integrates both academic methodologies and policy-oriented outcomes is key. For example, academic researchers can conduct in-depth ecological studies using advanced data collection techniques, while also focusing on translating their findings into policy-relevant recommendations. In that way it's a win-win for both the academic and policy stakeholders.  Navigating ethical considerations across different cultural contexts poses a complex challenge. What may be deemed ethical in one region might not align with ethical standards elsewhere. Therefore, it is preferable to identify overarching principles that promote sustainable partnerships, such as steering clear of linguistic dominance and embracing epistemological flexibilities. Numerous global frameworks exist that outline these principles. However, the true challenge lies in integrating them into funding models, project frameworks, and institutional structures effectively. This requires a thoughtful approach that respects diverse perspectives and ensures ethical practices are embedded at every level of operation.  Using DEI to Frame Your in Partnerships and Networks  As the global landscape continues “to become smaller”, our interactions increasingly involve individuals from diverse backgrounds. It is imperative that we equip ourselves with the necessary skills to navigate the different cultural sensitivities. This includes understanding what makes people comfortable and acknowledging areas that may cause discomfort. It's crucial not only to consider our interactions with individuals but also to evaluate our treatment of marginalized groups such as women, youth, disabled individuals, LGBTQ+ communities, among others. How we treat these groups can significantly be seen as your institutional culture. Hence, it is vital to prioritize fairness, inclusivity, and a deep understanding at all levels of interaction. Attention to diversity and inclusion ensure there are different partners from different backgrounds with varying experiences and expertise. As a result, diverse networks offer broader perspectives as different people provide insights that others would never have considered or thought. Joining diverse and inclusive networks also brings new opportunities to partners – for example, new funding sources. A lot has also been written on the value of diversity and inclusion in promoting creativity and innovation.   Emerging Trends that Alter the World of Partnerships and Networking  The funding for higher education partnerships globally is diminishing. Therefore, networks that will be able to ensure impact and transformative impact with fewer resources will become more successful. This particularly, relates the movement to embrace artificial intelligence and machine learning in research and learning. AI is equipping students and communities with information processed faster (which has implications on how collaborative research is done), but also bridging access to quality knowledge. The COVID-19 pandemic has spurred the adoption of a new global work culture, characterized by widespread remote work practices. This shift has accelerated the use of virtual communication platforms, facilitating seamless connections and collaboration among individuals worldwide. This virtual communication culture presents a unique opportunity for the academia to build robust research and innovation networks. Virtual communication tools have broken down geographical barriers, allowing researchers, academics, and innovators from diverse backgrounds to connect effortlessly. This global connectivity fosters the exchange of ideas, knowledge sharing, and collaboration on a scale previously unattainable.  enable real-time collaboration on research projects, facilitating joint efforts and interdisciplinary approaches. Researchers can collaborate across institutions, disciplines, and even continents, leveraging each other's expertise and resources to drive innovation and scientific progress.   
    By: Abraham Mamela
    Saturday, Apr 6, 2024
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  • Africa-US-Asia Business Partnership Forum Unveils New Horizons in Agri-Entrepreneurship
    Africa-US-Asia Business Partnership Forum Unveils New Horizons in Agri-Entrepreneurship   The Africa-US-Asia Business Partnership Forum (the Forum) has emerged as a transformative and groundbreaking platform, fostering an innovative collaboration between South African, US, and Japanese academic experts and agri-entrepreneurs. This transregional partnership aims to redefine capacity strengthening for entrepreneurs and new collaborative business ventures by focusing on the shared developmental trajectories of Africa, US, and Asia, moving beyond the traditional North American and European frameworks. This partnership, funded through Partnerships for Innovative Research in Africa (PIRA), also brings diverse knowledge systems and approaches to knowledge creation and entrepreneurship, the type of partnership needed in to solve complex or “wicked” problems. Innovative Approach to Learning and Collaboration The project was inspired by "translative adaptive" literature, highlighting the parallel developmental paths of Africa and Asia. It leverages the concept of "translocal" learning, where iterative spaces empower individuals from diverse geographical and cultural contexts to exchange ideas and perspectives. This approach facilitated joint fieldwork in South Africa and Japan, enabling entrepreneurs and stakeholders to address sustainability challenges collaboratively. Insights and Collective Learning A significant achievement of the Forum has been the empirical validation of the "translocal" learning concept within the business management and entrepreneurship domains. The project showcased how South African and Japanese agri-entrepreneurs, despite their distinct socio-cultural backgrounds, converged on sustainability as a common concern. This collective learning process has paved the way for potential joint ventures aimed at tackling sustainability issues in their respective regions. Unexpectedly, the project revealed that despite initial differences, the entrepreneurs found common ground in their sustainability goals. This stemmed from continuous mutual learning and highlighted the project's capacity to bridge seemingly disparate business cultures and priorities.  Lessons in Transregional Partnerships This collaboration, enriched by diverse expertise in fields like supply chain management, entrepreneurship, and sustainability, was crucial in driving the project forward. It underscored the importance of patience, respect, and openness in transregional collaborations, acknowledging the challenges posed by different time zones, work schedules, and responsibilities. These values have been instrumental in managing expectations, sharing responsibilities, and equitable fund distribution. Looking Ahead: Expanding the Partnership With plans to extend the Forum's reach beyond the initial countries, discussions with the African Development Bank are underway to secure funding for the next phase. This expansion aims to broaden the impact and include more beneficiaries The Forum has set the stage for future sustainable business ventures that transcend geographical and cultural boundaries. AAP’s Impact Participants have lauded AAP for its role in supporting the partnership, and to its commitment to the transformative potential of innovative transcontinental partnerships in fostering sustainable development and entrepreneurship.
    By: Justin Rabineau
    Friday, Apr 5, 2024
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  • Bridging the Divide in Agricultural Extension Training in Africa and South Asia
    Bridging the Divide in Agricultural Extension Training in Africa and South Asia: A Transregional Approach to Curriculum Enhancement Project team: Murari Suvedi, Michigan State University, USA; Agwu Ekwe Agwu, University of Nigeria, Nsukka, Nigeria; Charity Chanza, Lilongwe University of Agriculture and Natural Resources, Malawi; and P.V.K. Sasidhar, Indira Gandhi National Open University, India   In an era where agricultural demands are increasingly complex, the work of Dr. Murari Suvedi and his team stands as a beacon of innovative transformation. Their project, funded by AAP through the Partnerships for Innovative Research in Africa (PIRA), hopes to revitalize agricultural extension training across Sub-Saharan Africa and Asia. Suvedi's research, sparked by his Fulbright Regional Research insights, underscores a pivotal shift towards a competency-based curriculum that aligns with the evolving landscapes of agricultural systems and market conditions. The project involved the collaboration of several prestigious institutions, including Michigan State University; the University of Nigeria, Nsukka; Lilongwe University of Agriculture and Natural Resources; and Indira Gandhi National Open University. The team aimed to analyze and enhance the underpinnings of agricultural extension curricula. This transregional study, covering Nigeria, Malawi, Kenya, Uganda, and South Africa, is a testament to the pressing need for curriculum reform. The initiative not only identifies core competencies required by agricultural extension workers but also bridges the gap between existing academic frameworks and the practical, skill-based requirements of the modern agricultural sector. A major accomplishment of Suvedi and his team  is the creation of a comprehensive training manual designed to equip agricultural extension faculty with the latest skills and competencies. This manual is not just a document; it is a roadmap towards a more effective and responsive agricultural extension training model that resonates with the current needs of farmers and agribusinesses. The team encountered startling revelations regarding the agricultural extension curriculum used within AAP member institutions and in institutions South Asia. Suvedi conveyed the profound discovery: "The curriculum is alarmingly outdated, necessitating comprehensive revision. Additionally, there is a critical need for faculty development to familiarize them with the updated curriculum and new pedagogical resources, including basic materials and training manuals." The team’s research also revealed that the agricultural extension curricula borrowed heavily from Western models that are not in sync with the practical realities of the regions studied. This misalignment highlights the urgency for a curriculum that is relevant, modern, and capable of preparing students for the actual challenges they will face in the field. Collaboration as the Cornerstone and Lessons for the Future The project’s success in forging robust partnerships among the partners has been instrumental. These collaborations are not only academic exchanges but vital conduits for sharing resources, research findings, and best practices, fostering a unified approach to agricultural extension training. The initiative underlines the importance of regular, transparent communication and the timely allocation of resources as pillars of successful international collaboration. These principles are crucial for building trust and ensuring the sustained impact of joint research projects.   The Road Ahead and Reflection on Partnership Impact Looking forward, the team will continue its impactful work by focusing on capacity strengthening for agricultural extension faculties, thereby ensuring that the new curriculum and training methodologies are not only adopted but are also effectively implemented.  Suvedi has shared that engagement with AAP has been a transformative journey, not only advancing his professional growth but also contributing to a strategic overhaul of agricultural extension education in the regions studied. The project’s outputs, including country reports, research findings, and the training manual, are now enormously vital resources available for the global community.
    By: Justin Rabineau
    Friday, Apr 5, 2024
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  • Q&A with University of Nigeria, Nsukka Vice Chancellor Charles Igwe
    During a recent visit to Michigan State University with a delegation from University of Nigeria, Nsukka, Vice Chancellor Prof. Charles Igwe sat down with AAP communications intern Jayden Hewitt to discuss the history between the two institutions, building international partnerships, and connecting with Nigerian students in East Lansing.The following conversation has been lightly edited for clarity.   Jayden: Firstly, welcome to MSU! How has your experience been at Michigan State so far? Prof Igwe: It's been very exciting to be here. And it's a visit I have looked forward to making for some years now (to) get into MSU. The mother of (the) University of Nigeria. Yes, MSU is the mother of the University of Nigeria, the inception of that university (happening) in 1960. Yeah, so I feel very excited to be at Michigan State University.Jayden: What has inspired the University of Nigeria Nsukka to join the Alliance of African Partnership consortium? Prof. Igwe: Well, like I said earlier about MSU, as a university midwife to University of Nigeria, and looking at the programs of AAP gives us the inspiration that we're going to, you know, make things happen through our collaboration with AAP. And it did, because I still remember with nostalgia, that during COVID, I had a conference with some members of AAP, and we discussed this issue, because the university was totally closed down during COVID. And it was during one of our conferences that we devised this idea of having what I call what, you know, the blended teaching that we can do some work from home and combine it with physical teaching, (during) the COVID pandemic of those days, and, and we thank God that really ended. Yeah, but we (got some) ideas through that collaboration by adopting blended teaching.Jayden: In terms of challenges, what do you perceive as the biggest hurdles in international collaborations like this, and how do you propose to overcome them? Prof. Igwe: Of course, we had to cover some of (the) lost ground. Because it would have been a total system failure, if we had not adopted that kind of blended teaching and tried to do most of the work from home, and teaching. Even meetings. I still remember the first council board meeting we had, you know, some people coming from some 100 kilometers away. We were able to stay meeting, some people were staying on record, but limited, say 1000 kilometers away.Jayden: Building bridges between institutions is crucial for the development of global education. What specific outcomes are you hoping to achieve from this visit to MSU, and in the partnership as a whole? Prof Igwe: Yeah, our own idea, then was to learn new ideas, (and learn) how to interact with colleagues in different areas of endeavor. Learn new things, you know, exchange ideas, and creativity (with) our students.Jayden: Networking and partnerships can significantly benefit students and faculty. Can you discuss any planned initiatives or programs that will directly impact the student bodies at both UNN and MSU? Prof. Igwe: You can see a number of our post-grad graduates and postgraduate students are here. When interacting with some of our postgraduate students who are now, you know, students of this university, at MSU. And of course, from the experience, they said, everything is going fine. And that it was a worthwhile stay at Nsukka. And somebody told us there, while we were interacting, that it was a goal for (an) MSU student who was coming to do some months in Africa. And that was how we got to that. He virtually collected his application, physically from UNN to MSU. Yeah, so it’s (a) worthwhile collaboration and networking (opportunity).Jayden: You mentioned meeting some students here at MSU. What was that like to see them here? Prof. Igwe: Fantastic! Because I keep telling them that internet tribalism is a universal business. You don't complain that you don't know this, just because in some parts of the world, having an opportunity to study at MSU exposes our students to (some of the best) international practices.Jayden: The AAP consortium is known for its emphasis on collaborative research. Are there any particular areas of research where you see potential for joint projects between UNN and MSU through AAP? Prof. Igwe: Yes, I see future collaboration in the areas of agriculture, which MSU is known for, the land grant system, which UNN really copied. Because we are also the first university in Sub Saharan Africa, to adopt the land grant system. And we also think about other areas like agribusiness, like in medicine, medical sciences. I can see one of my faculties in nursing, taking a degree program in nursing here. So these are the areas even in industrial packaging, understand that MSU is fantastic in industrial packaging. And in sports I went to your (MSU’s) sports facilities the other day, and I said, ‘oh wow’, no wonder in the early stages of University of Nigeria, why we’re all collecting all the medals in track and field events. Yeah. MSU’s known for sports. So there are so many, so many things to learn from MSU!Jayden: Looking towards the future, how do you envision the relationship between UNN and MSU and other consortium members evolving over the next five or so years within the AAP framework? Prof. Igwe: I see an expanded relationship. And there's a relationship that we get, you know, so expanded (and) involved in a number of programs, academic programs. And even, for instance, I came here with the person that is in charge of day to day running of our accounting system, I want her to learn from MSU experience. So I see our future relationship (as one) that will incorporate all fields of endeavor.Jayden: Sustainable development goals are increasingly becoming a focus for educational institutions worldwide. How do UNN, MSU and other members, through the consortium, plan to address these goals? Prof. Igwe: Yeah of course, the sustainable development of what is really known, that world transformed from Millennium development, to sustainable development and global sustainable development goals, is becoming a very common thing. Because we're looking at, you know, the areas of climate change initiative, and all the rest of them, a number of if we mentioned agriculture, we'll find out that even agriculture has been affected by the climate change, for myself to adopt new ideas, and, you know, then some other areas. I mean, some other ways of mitigating climate change, so that they will be able to increase, increase yield, and cut down on agricultural losses. Jayden: Partnerships often hinge on shared goals and values. In what ways do UNN and MSU's visions for the future align, especially in the context of the AAP consortium? Prof. Igwe: We're going to learn a lot from MSU, because I think they are already very deep into the story of sustainable development goals, especially in the areas of natural resources development.Jayden: What are some things that you feel, from your experience that you're going to bring from UNN, not only to the partnership here at MSU, but the consortium as a whole? Prof. Igwe: We have most of our areas that are quite underdeveloped. And we have a lot to learn from our petroleum industry, from our engineering, and from geology and from agriculture in Sub Saharan Africa, you know, it needs to be studied. Absolutely. So it needs studied and know different ways of trying to improve yield, increase yield, which is going to be of benefit to mankind.Jayden: What are some goals that you all at UNN have? And what are some things that you can bring over to MSU? Prof. Igwe: In Nigeria, it makes it possible for us, you know, our population, our population is mainly almost 70% of our population is made up of youth. And these youths can contribute a lot. Both economic and educational development. So we have humans, and we have natural resources. And we have ideas, especially in the area of natural resources.
    By: Justin Rabineau
    Friday, Apr 5, 2024

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  • "I think we're all teachers even though we're students": Examining Youth Perspectives of Peer Suppor
    Youth of color enrolled in urban public high schools, particularly those students who seek to be the first in their families to graduate from college, frequently encounter barriers to their college readiness and access. This study engaged an analytic approach built with culturally relevant and sustaining theories of education to examine how 10 youth of color enrolled in 12th grade at a Title 1 public high school in New York City provided and/or received support from peers as they navigated such barriers. The study utilized a youth co-researcher methodology to amplify student voices about an issue directly connected to their lives. Two findings emerged across data analysis: (1) students asserted collective notions of academic achievement and (2) challenged what they perceived as inequitable access to resources and opportunities as they supported their peers’ college readiness and access. Taken together these findings provide new insights into possibilities for building from students’ interactions with peers across contexts of curriculum, teaching, and research in urban schools.
    By: Joanne E. Marciano
    Thursday, Apr 4, 2024
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  • Generating New Narratives: Examining Youths' Multiliteracies in Youth Participatory Action Research
    This paper examines the multiliteracies practices (New London Group, 1996) of 20 high school students who participated in a weeklong summer research institute at the start of a 6-month long community-based youth participatory action research (YPAR) initiative. Data analyzed included 20 digital multimodal compositions produced by youths, individual interviews with youths, and observations of youths’ participation in the YPAR initiative. Data analysis utilized theories of multiliteracies practices (New London Group, 1996) and culturally sustaining pedagogies (Paris & Alim, 2014) enacted across contexts of YPAR (Fine & Torre, 2004). Findings contribute new insights about students’ multiliteracies practices in YPAR in two ways. First, we examine how learning about research methods shifted students’ understandings of research and the role their experiences could play in YPAR. Second, we examine how students’ digital literacies practices (Lankshear & Knobel, 2008) supported them in generating new narratives about their community in digital multimodal compositions. Finally, we consider how insights gained from our examination may support educators in developing and enacting culturally sustaining (Paris & Alim, 2014) learning contexts that build with students’ multiliteracies practices as strengths while challenging persistent educational inequities.
    By: Joanne E. Marciano
    Thursday, Apr 4, 2024
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  • Centering Community: Enacting Culturally Responsive-Sustaining YPAR During COVID-19
    Abstract Purpose – This paper aims to provide insights for educators seeking to enact culturally responsive-sustaining education and research in the midst of the COVID-19 global pandemic. The authors examine what happened when the community-based Youth Participatory Action Research (YPAR) initiative they engaged with traditionally marginalized high school students was interrupted as a result of physical distancing necessitated by COVID-19. Design/methodology/approach – Data for this inquiry were taken from a broader on-going ethnography of youth’s participation in the YPAR project and included audio and video recordings from meetings of the YPAR initiative and messages exchanged between and among authors and youth. Authors used components of culturally responsive-sustaining education and theories related to student voice as an analytic frame through which they considered how the COVID-19 pandemic influenced their work. Findings – Three findings are examined in this paper. They consider: how youth participants and the authors stayed connected after they were no longer able to meet in person; how youth chose to center the needs of the subsidized housing community where they lived while continuing their work; and how youth and authors navigated the uncertainties they encountered in looking ahead to future possibilities for their study as the pandemic continued. Originality/value – This study provides urgently needed insights for educators and researchers grappling with how they may enact culturally responsive-sustaining education and research during the COVID-19 global pandemic and beyond.
    By: Joanne E. Marciano
    Thursday, Apr 4, 2024
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  • "Our Voice and Dreams Matter": Supporting Youths' Racial Literacy
    This qualitative study examines how youth participants in an ongoing community-based literacy initiative sought to increase awareness of racial justice among residents of their subsidized housing community in support of the Black Lives Matter movement in summer 2020 and throughout the 2020–2021 academic year. We utilize theories of racial literacy and critical arts-based literacy to examine youths’ engagement in 44 weekly two-hour-long Zoom sessions of the literacy initiative held between June 2020 and June 2021. Specifically, we examine how youths designed, facilitated, and participated in critical arts-based literacy projects related to children’s and young adult literature they chose to read focused on racial justice. Findings contribute new insights into youths’ enactments of racial literacy, possibilities for art-making to support youths’ racial literacy, and the urgent need for literacy instruction responsive to youths’ voices and dreams, particularly during times of crisis.
    By: Joanne E. Marciano
    Thursday, Apr 4, 2024
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  • AFRICA GPS Africa’s Global Partnership Scholars Program
     AFRICA GPS  Africa’s Global Partnership Scholars Program In an era where complex global challenges demand collective action, the need for international collaboration and knowledge sharing has never been more critical. Recognizing this, the Alliance for African Partnership, in partnership with the African Studies Center and the Tanzania Partnership Program, is introducing Africa’s Global Partnership Scholars Program (Africa GPS) in support of Michigan State University’s (MSU’s) global mission. Africa GPS is a cohort based, mentored program, designed for early- to mid-career faculty at MSU to create and deepen new scholarly partnerships with collaborators and peer institutions in Africa. The objectives of Africa GPS are to: Foster the development of a group of faculty members dedicated to establishing and enhancing international research connections, collaborating on solutions with African partners, and adopting a global perspective in their scholarly work. Support MSU’s 2030 strategic plan goal of discovery, creativity and innovation for excellence and global impact. Connect MSU faculty with potential collaborators and mentors in Africa, expand the scholars' international networks, and offer support for establishing long-lasting collaborations. Heighten global awareness and research dialogue. Elevate the status of MSU’s global mission. Capitalize on opportunities to leverage external resources and form partnerships. ELIGIBILITY FOR APPLICATION Tenure-stream or fixed term faculty at Michigan State University who are beyond the first year ofappointment or completing the first year of appointment at the time of application, and without prior scholarly experience in Africa are eligible to apply for Africa GPS.  REQUIRED APPLICATION MATERIALS As part of the application process, the applicant must submit the following materials: Completed application cover page (see end of document) including the signatures of an academic supervisor or unit leader. A 4-page max curriculum vitae. A one-page statement from the nominee that describes her/his reasons for applying, potential research focus, and if known, the AAP consortium institution and African country of interest for the collaboration. As part of the program, AAP can help identify the country, mentor and/or the collaboration partner based on the applicant’s interests. A letter expressing strong support from the Chair/School Director/Department Head or the Dean. The letter should affirm: The candidate’s international interest, experience, and/or research The candidate’s strengths as a researcher within the context of unit expectations The candidate’s proposed project will advance the mission and goals of the academic unit, be supported by the unit, and benefit international partners. A commitment from the applicant’s unit/college to provide a 20% match. FUNDING To facilitate the participation of faculty members selected as Africa GPS Fellows, AAP will provide support for the following: Up to $10,000 in support of international travel and scholarly collaborations with a researcher and/or mentor at an AAP Consortium member institution. The $10,000 may be used to support the MSU faculty members’ individual travel, collaborative research activities or to bring an African partner to MSU.  Connection with potential collaborators, mentors, and institutions in Africa. Structured workshops on establishing and navigating international partnerships. Financial Guidelines: The financial support must be expended during the first year of the program.  A 20% match from the applicant’s unit, department or college will be required. PROGRAM EXPECTATIONS Africa GPS participants are expected to develop a sustainable collaboration with peer researchers at an AAP consortium institution. As a result, within two years of being selected for the program, the scholar must submit evidence of:  A collaborative research paper coauthored with their African collaborator to be submitted for publication.  A concept note of a proposal to a funding agency to sustain the partnership with the African collaborator.   Progress reports every six months to AAP documenting how the collaboration is progressing and any challenges that may have arisen. Attend MSU’s Africa@MSU faculty welcome event in Fall and Spring semesters of 2024 and 2025. SELECTION CRITERIA FOR GLOBAL RESEARCH FELLOWS The criteria below will be utilized to evaluate candidates for their selection to the Africa GPS program: Eligibility Criteria: Applicants must demonstrate they are either tenure-track or fixed-term faculty members who have completed their first year of appointment or are in the process of completing it at the time they apply. Commitment Level: Applicants need to show a readiness to dedicate the necessary time to maximize the benefits of the Fellowship year, along with a proven scholarly potential that supports such a commitment. Research Interest: There should be clear evidence of the candidate's enthusiasm for international research and the personal and professional growth opportunities offered by Africa GPS. Unit Support: Candidates must have strong support from relevant departmental or school and college administrators, indicated by enthusiastic recommendations. Alignment of Interests: The applicant’s international research interests should align with the Africa GPS’s mission to foster excellence in international research. SELECTION OF FELLOWS Application materials will be reviewed by a selection committee within ISP. Scholars will be announced by early June 2024. Funds must be transferred to selected scholars by June 30, 2024. SUBMITTING APPLICATION MATERIALS Candidates must submit complete application packets by 5 p.m. ET on Friday, May 10, 2024. Applications must be submitted electronically via the application portal. Applications without all the required supporting materials will not be considered.  If you have any questions, please contact Mr. Justin Rabineau at: rabinea1@msu.edu
    By: Jayden Hewitt
    Wednesday, Mar 27, 2024

  • Partnerships for Innovative Research in Africa (PIRA) Strategic Funding
    Partnerships for Innovative Research in Africa 2024 Call for ProposalsInfo session and Q&A slides The Alliance for African Partnership (AAP), a consortium of ten leading African universities, a distinguished research network for African research institute, and Michigan State University, is inviting proposals for its Partnerships for Innovative Research in Africa (PIRA) strategic funding program. As a consortium-wide initiative, PIRA is a tiered funding opportunity designed to cultivate and support multidirectional, collaborative research partnerships at any stage of their development, whether they are initiatives to explore and create new relationships or scale existing ones. One of the unique aspects to these grants is the expectation that organizations will establish and develop fair and equitable partnerships from conception to closeout of the project, involving local stakeholders throughout the project, respecting their knowledge and expertise, and taking an adaptive approach that is responsive to the local context. Proposals should outline processes to establish such partnerships. Fair and equitable partnerships must also be established among members of the consortium if multiple organizations are working on the implementation of the project. Proposed partnership activities may entail cooperative research, capacity building initiatives, outreach and/or other activities that align with AAP’s pillars of building bridges, transforming institutions, and transforming lives. Proposals must address at least one of AAP’s priority areas: agri-food systems; water, energy and  environment; culture and society; youth empowerment; education; health and nutrition; and, science, technology, and innovation. Proposals are encouraged from diverse disciplinary perspectives. Submitted proposals must include principal investigators from both MSU and at least one African AAP member university. The project implementation timeframe will be 18 months. FUNDING TIERS The tiered funding structure is designed to support partnerships at different stages of maturity to create and strengthen relationships among institutions and act as a catalyst for research teams in securing external funding that will allow for long-term engagement. Applicants should submit proposals for the funding tier that best fits the level of engagement established among the PIs on the research team. However, AAP management reserves the right to relegate proposals to a different tier if deemed more appropriate during review. To ensure broad impact, more awards will be given at the planning grant level than the scaling grant level. Proposed activities for each tier may include, but are not limited to: Planning Grants (up to $50,000), inception and early-stage partnership research activities, travel support for co-developing joint proposals (in accordance with all MSU travel guidelines), short-term capacity building trainings, network development, research symposia, or other activities that align with AAP’s priority themes and strategic objectives. Scaling Grants (up to $100,000), continuation of ongoing partnerships that have the potential to significantly scale their research, capacity building, or outreach activities, broader institutional linkages, or other activities that align with AAP’s priority themes and strategic objectives.  ELIGIBILITY The lead investigators for proposals must come from MSU and AAP African member universities. Proposals may also include partners from other institutions globally. Teams are encouraged to include partners from the private sector, governments, civil society organizations, and pan-African/global institutions. Individuals who were PIs or co-PIs on grants from the previous round of PIRA grants or AAP’s strategic partnership grants are not eligible to lead proposals under this call but may participate as team members. MSU ISP staff are not eligible to lead proposals. GUIDELINES FOR APPLICANTS All submissions must have a cover sheet and proposal narrative that includes the information listed below, a budget and budget narrative using the provided template, and letters of support. Please submit all application material via the application portal by Wednesday, August 14 at 11:59 PM EST. Application with the project's title as well as names, institutional affiliations, titles of all principal investigators, and a brief (about 100 words) project summary A proposal narrative, not to exceed 5,000 words with one appendix for references cited, that includes: A description of the partnership, containing: Capacity statements from each partner institution that outlines their respective strengths in relation to their proposed roles and responsibilities in the partnership A brief description of the past or ongoing partnership, if applicable The rationale for partnership and evidence that it will create or cultivate equitable, sustainable, and mutually beneficial partnerships A problem statement that identifies the shared challenges to be addressed by the program activities, the theory of change, their relevance to AAP’s themes and pillars Clearly defined objectives of the proposed partnership A description of program activities as well as a logical framework that connects the proposed activities with their intended outputs, outcomes, and programmatic objectives A timeline of activities A monitoring, evaluating, and learning plan that outlines proposed indicators and collection methods Identification of potential sources of additional funding that the partnership will pursue during the program’s period of performance A line-item budget and budget narrative using the template provided. Templates and more information on budgetary considerations are below in BUDGET. A letter of support from each partner’s department, institution, or organization; and A CV or resume of each principal investigator (1-page max). A letter of support for each PI from their dean or head of department that signifies buy-in from each partner at the institutional level. Please use the provided template SELECTION CRITERIA Program goals should align with at least one of AAP’s pillars: Building bridges: Bringing people and organizations together to work toward common goals. Illustrative activities under this objective include: sponsoring thematic symposia or workshops that bring people together across sectors and disciplines or travel for preparation of proposals for larger grant applications. This also includes network development, communications among research groups or networks (e.g. digital innovations and digital forums), dissemination of knowledge through online journals and/or sharing of best practices among partners Transforming institutions: Promoting sustainable and effective partnerships among institutions, enhancing resources, and increasing institutional capacity. Illustrative activities under this objective include: institutional capacity development at universities, NGOs, or in the public sector such as building financial management capacity, improving teaching and learning at universities, and/or increasing proposal development skills, among others. Transforming lives: Supporting research with real-world impact that improves African lives and livelihoods. Illustrative activities under this objective include: putting research into action through evidence-based outreach and engagement, conducting early-stage research that has obvious potential to impact lives and livelihoods, improving dissemination of research outputs to practitioners and policy-makers, and/or designing innovative research-into-practice methodologies.  Submitted proposals will be evaluated according to the following criteria: Evidence of a collaborative and equitable partnership that strengthens personal, professional, and/or institutional networks in a mutually beneficial and sustainable way. Other AAP principles that need to be demonstrated in the proposal and later in the implementation are mutual trust and respect, sustainability, innovativeness, co-creation, accountability, transparency, flexibility as well as multi-disciplinarity and trans-disciplinarity. Alignment of proposed activities and program goal(s) to AAP’s 3 strategic objectives and 7 priority areas. Potential for program deliverables to significantly contribute to their respective academic, technical, or technological fields. Potential to create innovative models of community engagement and development that positively impact people’s lives. Potential for principal investigators to attract and or leverage additional external funding to sustain program’s impact. A thorough monitoring, evaluating, and learning plan that links program activities to their intended outputs and outcomes and includes a clear description of the MEL tools that will be used, what indicators will be measured, and a timeline for evaluation and reporting. Gender equality, equity and inclusion are core values of AAP and are thus central to this call. All projects funded must demonstrate how they follow principles of gender and inclusion and should explain how applicants will integrate gender, equity, and inclusion issues in all stages of the project, including rationale, design, intended results, data collection, analysis, interpretation, and knowledge mobilization processes. BUDGET PIRA BUDGET TEMPLATE [.XLSX] Using the template provided, applicants must submit a line-item budget and budget narrative for the life of the program that details each institution’s requested budget as well as an overall budget summary. Suggested line items are provided as guidelines but are not comprehensive or required. Proposed budgets should be co-created by the partnership teams and reflect an equitable distribution of funds, with each institution completing a separate tab within the budget template to show the anticipated disbursement of resources and cost sharing broken down by yearly expenditures. The budget narrative should clearly explain how the line items are calculated and for what purpose they will be used in achieving the program’s objectives. Please note that the MSU PI and their home department will be responsible for the financial administration of the award. As such, it is required that the MSU PI involve their department’s fiscal officer in the development of the proposed budget to ensure all financial guidelines and reporting requirements are met. Please submit budgets as an Excel file or similar formatted version that allows the reviewers to view the formulas used in the calculations. Communications and Engagement10% of the total requested funds must be earmarked for communication and engagement efforts. For example, if a team is requesting a scaling grant for $100,000, at least $10,000 of that must be budgeted for communication and engagement efforts, such as developing creative projects that translate the research, engagement workshops and developing and utilizing dissemination tools such as video production, creation of digital resources, community engagement activities, etc. Cost Share 10% of the total requested funds must be matched with contributions (monetary and/or in-kind) from all partners. The Co-PIs’ colleges, faculties. and/or departments will be expected to contribute to the costs of the proposed activities to ensure that the commitment to long-term partnering is shared by these units.  Ineligible Expenses While funding may be used for a variety of activities, the following expenses are not eligible to be covered with the PIRA grants: Regular salary of MSU faculty (summer salary is allowable) Indirect costs (IDC) Equipment exceeding $5,000 Construction-related costs  Total project salary & fringe cannot exceed 30% of total combined project budget. SELECTION PROCESS Proposals will initially be reviewed by the AAP management team according to the guidelines and criteria above. Short-listed applications will be assessed by external peer reviewers for quality of technical content. Final selections will be made by the AAP management team in consultation with its internal partners and consortium members. SUBMISSION AND AWARD TIMELINE APPLICATION PORTAL Full proposal packages are due on Wednesday, August 14 at 11:59 PM EST and awards will be announced by early October. AAP management will work with awardees to finalize the plan and budget by November 20, 2024. Programs may begin according to their timeline but not before a final work plan and budget has been approved by AAP management. Programs must begin no later than January 22, 2025 and all program activities must be completed within 18 months of the start date. Progress will be due to AAP management at regular intervals throughout implementation. In addition, AAP will be conducting intermittent surveys of the awardees to evaluate the PIRA grant-making process and how successfully it embodies the AAP’s values of equity, transparency, and accountability.
    By: Justin Rabineau
    Thursday, Apr 11, 2024
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