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In this article, I trace my childhood to doctoral-level educational experiences as a first-generation student and second-generation Filipina Canadian. I reveal my liminal position and unfixed location as a Filipina diasporic scholar, continuously searching for an intellectual or scholarly home. Here, home includes a sense of identification in different disciplines and institutions, as well as belonging to a Filipino scholarly community. I also highlight recurrent and ongoing tensions with various forms of knowledge production. I illustrate de/colonizing autoethnography as method, process, and product.

As a former secondary school communication teacher and recent graduate student in a professional communication program, I share insights in this commentary into how I have struggled for social justice and activist-oriented pedagogies in light of the growing "demand" for communication education to be responsive to the "need" for skilled communicators in the corporate workplace. Elementary and secondary school teachers often develop their practice by negotiating between mandated curriculum expectations, personal politics and teaching philosophies, and the needs and interests of students. Since my days in teacher education, I have been studying anti-oppressive education, exploring ways to introduce youth to social justice issues and engage them in community action and social change. In 2013, I joined an independent kindergarten to grade 12 (K-12) school that explicitly espoused social justice and feminist approaches to teaching. However, my excitement was short-lived-some students actively resisted and openly challenged my community-based, action-oriented, and student-centred pedagogy. During one particularly challenging month, a group of my students were growing more agitated with how our information and communication technologies (ICTs) course was designed-one recent unit required them to design and implement an awareness, outreach, and collection campaign for electronic waste recycling. This initiative challenged not only their critical and creative thinking but also required students to work on an environmental issue beyond a short lesson, written reflection, or one-off event in the school or community. In retrospect, I recognize they were looking for traditional assignments, tests, and exams for which they needed to simply memorize and regurgitate facts and formulas. I received mixed messages from my administrators, getting both support and admonishment for how I structured the course.Growing a little frustrated, but increasingly clear about my pedagogical stance, I began a subsequent class with a conversation about my teaching practice. I shared the writings of Paulo Freire (2000) and bell hooks (1994) so my students could see that my work reflects established progressive teaching practices. In their written reflections,

With the growing interest to understand knowledge mobilization (KMb) and knowledge brokering in practice, this Major Research Paper investigates the viewpoints of knowledge mobilization experts, researchers, intermediaries, and practitioners regarding priority KMb activities, and the competencies and skills required for such tasks. This mixed methods study employed Q-Methodology, with data collected in two major phases. First, expert interviews were conducted with 20 KMb experts from Canada and the UK to develop the study’s concourse and subsequent q-statements. Second, 91 participants completed an online Q-survey, with a Q-sort task with 49 q-statements and an activity-rating task with 31 activities. Respondents also answered a range of open-ended questions pertaining to their KMb work, training, and perspectives. A crucial component of this research is the use of the Great Eight Competencies Framework, also known as the Universal Competencies Framework (UCF). Analysis identified four distinct approaches to KMb and puts forward a preliminary hierarchy of KMb competencies, according to the survey responses. The proposed hierarchy advances current understandings of KMb in demonstrating commonalities in competencies across various professions and fields. KMb practitioners and researchers are encouraged to respond and refine this initial list of priority competencies according to their workplace and/or research contexts.

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