The broad geographical scope of Glocademia Interest Group participants and their extensive international and intercontinental existing networks will easily multiply the reach and potential impact of the dissemination and communication within and far beyond the IG. The representation of different languages within the GLOCADEMIA Interest Group and the bilingual production of key deliverables will also ease, already in-progress, dialogical communication and far-reaching dissemination.

The GLOCADEMIA IG aims to venture into a critical description of the pedagogies, including the ways, methods and practices through which researchers have addressed linguistic, conceptual, cultural and epistemological issues, within their specific subject and research foci. Furthermore, it intends to provide them with an overall conceptual framework, within which an articulated praxis of cross-cutting issues, embedded in the selected transversal skills, enable researchers to explore the innumerable valences they bring in to reach the objectives in which they come to be engaged.

GLOCADEMIA is the collective word to refer to the ensemble of Glocademics, academics who take a critical, decolonial and inter-epistemic approach to academic identity and knowledge co-creation. They are expected to respond to demands of multilayered citizenship engagement while embracing their communities of practice as peer researchers and committing themselves to the recognition of a wealth of knowledge ecologies (Guilherme 2022b  Siqueira 2022 ). Knowledge co-creation is here assumed to be carried out, through the use of languages, which are defined as Glocal Languages (GLs) (Guilherme and Souza 2019 ), and the development of civic responsibility, which is described as Intercultural Responsibility (IR) (Guilherme 2020 , 2022c ). 

The notion of GLs aims to address the linguistic landscapes of local, regional and transnational synchronies and diachronies. It rests on an understanding, within each geographical and historical horizon, of multi-scalar criss-crossing globalizations and localizations, in the plural, but nevertheless historically constituted, economically driven, hierarchically placed and in permanent reconstruction. GLs have been contextualized, recontextualized and entextualised, in different social, cultural and political sites, both at home and abroad, in different spaces and times. Both European and non-European languages have been territorialized, reterritorialized and deterritorialized. In knowledge co-creation, this process rests in the deep layers of meaning. 

In close relationship, Intercultural Responsibility (IR) is addressed critically from different cultural stands and is meant for mutual accountability. Responsibility that is intercultural is reciprocal and horizontal, presupposing intercultural negotiation within a context of every partner’s empowerment, although still asymmetric. Responsibility gained a colonial and patriarchal code of care whose knots decolonial theories have attempted to undo as well as community research practices. Trans- and intra-national, plurilingual, intercultural and inter-epistemical research partnerships can be effective strategies to provide sustainable knowledge that counters fear, suspicion and scientific hubris. IR may be related to concerns of contemporary societies with environmental issues.

The GLOCADEMIA matrix is uniquely positioned to respond to contemporary demands of research and education by going beyond a hegemonic understanding of knowledge production and transmission as individual and universal and engaging into the collective work of transnational, interdisciplinary, plurilingual, intercultural research networks. Recent scholarship has highlighted some relevant challenges to research teams, which the GLOCADEMIA matrix endorses and is committed to tackle:

1. Intercontinental exchange 
2. Research Networks
3. Meta-research / ‘research on research’
4. Interdisciplinarity
5. Criticality
6. Plurilingualism
7. Interculturality
8. Decoloniality
9. Responsible Research and Innovation (RRI)
10. Outreach academic programmes

Methodologies

The GLOCADEMIA IG intends to tackle teamwork through collaborative, participatory and co-creative pedagogies, including methodologies. Therefore, it comprehends a set of principles and rules to guide complex relational dialogical processes grounded in the behavioral and implementation sciences and in systemic and complex thinking. Hence, it will foster multidimensionality, variety, relationality and recursivity and conflict management through the methodologies singled out above. It will also support the integration of information and the identification of patterns in the dialogue between different perspectives, individual or group-based,  which are expected to facilitate interdisciplinary work and value linguistic and cultural diversity.

The GLOCADEMIA IG curriculum and methodological designs will evolve and allow different possibilities for combining pedagogical practices to adapt to emerging novelty. It will generate opportunities creatively and coherently mingled strategies and approaches and include quantitative and qualitative-driven evaluation methods. It will promote the implementation of collaborative, responsive and responsible outreach non-extractivist research and pedagogical activities.