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The purpose of this paper is to provide new insights into the social impact of creative research methods.

Using the new methodology of cultural animation (CA), the authors highlight how knowledge can be co-produced between academics, community members and organisational practitioners. Drawing on the UK Connected Communities programme, the authors explore examples of immersive and performative techniques including arts and crafts, drama and poetry.

The authors showcase the practical and theoretical benefit of such exercises to generate impact and influence. Empirically, the authors demonstrate the potential of CA to bring together researchers and community members in useful partnerships that foster dialogical exchange. Theoretically, the authors extend and develop the value of American Pragmatism by highlighting how democratic, iterative and practical learning plays out through the materials, networks and processes of cultural animation.

Exploration of the examples leads us to propose and explore impact as a form of legacy which captures the temporal, processual and performative nature of knowledge sharing and co-production.

The methodology of CA is innovative and has not been tested widely to date although, as the authors illustrate, it is particularly useful for encouraging interaction between academics and the wider world by developing and nurturing interactions and relationships. It carries potential to contribute new insights to the theorisation and lived experience of organisation.

The purpose of this paper is to contribute to bridging the gap between researchers and practitioners. It does so by comparing the various models of academic-practitioner collaboration and introducing Dewey’s democratic experimentalism as a promising alternative.

The conceptual implications are drawn from an analysis and discussion of the literatures in the field of organizational knowledge production, co-production and Deweyan studies.

Democratic experimentalism offers a much needed platform for a collaborative relationship between academics and practitioners that leads to knowledge that is rigorous and relevant to practice.

While the current models of academic-practitioner collaboration provide mechanisms for knowledge co-production, the Dewey’s democratic experimentalism goes further to emphasize the nature of the relationship between academics and practitioners in such common endeavor to ensure that all of them are equal co-creators of knowledge.

From the mid-1980s to the mid-1990s, several prominent feminist legal scholars made a case for “difference feminism.” Inspired by psychologist Carol Gilligan’s classic text, In a Different Voice, these scholars argued that social relationships, caring, and the emotions should be recognized as important to jurisprudence and legal regulation. Today, difference feminism is no longer a dominant movement within legal scholarship, but reformers are bringing “mindfulness,” “emotional intelligence,” and attention to relationships into law and business – a development dubbed “therapy culture” by its critics. This essay describes some of the manifestations of therapy culture in law and argues for more feminist engagement.

This study compares parallel philosophies of the work of American educator John Dewey in Art as Experience and the arts infused educational approach of the Reggio Emilia Schools of Italy.

This historical and contemporary comparative, cross-cultural analysis explores educational approaches that incorporate the arts in the process of learning and the use of democratic processes in collaborative learning approaches. Data sources include primary source historical documents, field observations, interviews, and primary source educational materials.

Similarities are identified across cultures and time in the examples analyzed for commonalities including arts creation as central to the processes of learning, democratic processes in collaborative project learning experiences, community involvement as an integral part of the learning processes, and imagination and communication as consistent elements in the experiences of the school. This study provides a historical and contemporary context for the cross-cultural analysis of the use of art in the learning processes as described by American educator John Dewey and the educators in the Reggio Emilia schools of Italy.

This concluding chapter summarizes the critical insights that changemakers ought to consider in their attempt to lead and manage cocreation processes and enhance their impact. The chapter also addresses three crucial challenges to the advent of a sustainable future: the need to rethink the assumptions of mainstream economics, the need to secure political stability in times of rapid societal change; and the demand for the deepening democracy. Finally, the chapter argues that local efforts to build a sustainable future will only succeed if key economic, political, and democratic challenges are effectively dealt with at the global and national levels.

As social movements engage in transnational legal processes, they have articulated innovative rights claims outside the nation-state frame. This chapter analyzes emerging practices of legal mobilization in response to global governance through a case study of the “right to food sovereignty.” The claim of food sovereignty has been mobilized transnationally by small-scale food producers, food-chain workers, and the food insecure to oppose the liberalization of food and agriculture. The author analyzes the formation of this claim in relation to the rise of a “network imaginary” of global governance. By drawing on ethnographic research, the author shows how activists have internalized this imaginary within their claims and practices of legal mobilization. In doing so, the author argues, transnational food sovereignty activists co-constitute global food governance from below. Ultimately, the development of these practices in response to shifting forms of transnational legality reflects the enduring, mutually constitutive relationship between law and social movements on a global scale.

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.

This article considers the recent public debate in the UK on drug classification and the role of the Advisory Council of the Misuse of Drugs, particularly following David Nutt's departure as Chair of the ACMD. It suggests that there have been flaws in the arguments on both sides, and considers some of the implications for wider debate on regulation and control.

The first part of the paper aimed to interpret the changes addressed by the concepts of governance and activation in their context, in order to grasp the larger picture of the societal transformation underlying them: the starting point is the assumption that new modes of governance in activation policies are a fruitful entry point for effectively understanding deep waves of change of contemporary society. The second part aims to briefly introduce the papers included in this issue.

The paper insists on a perspective according to which there are two main dimension characterising the context of addressed transformations: the paradoxical torsion of the historical process of individualisation in the new spirit of capitalism; the profound redesign of the institutional programme, implying a new horizon for the instances of publicness.

Different and contradictory trends are pointed out in the actual pursuing of objectives of governance and activation, as far as the process of individualisation and the redesign of publicness are concerned. The impossibility of finding an abstract and universal evaluation of these transformations and the necessity of situated empirical inquiries are stressed.

The paper demonstrates the relevance of deepening the normative underlying dimensions (with regard to individualisation and publicness) of social processes for a better understanding of concrete transformations (specifically: operational and substantive changes introduced by new modes of governance in activation policies).