Are we all understanding the same thing when we say TLC?: Making sense of a transdisciplinary learning community approach for vulnerable contexts in Bolivia

Abstract

This paper critically discusses the implementation process of a Transdisciplinary Learning Community (TLC) approach from the sensemaking theory in a development program for vulnerable contexts between universities from Belgium and Bolivia. Discourses and narratives about the process were gathered between 2018 and 2019, then analyzed through an abductive strategy and a participatory interpretation. The results evidence that to accomplish a successful implementation of a TLC approach, a process of sensemaking should be taken into account. This can be encouraged through a dynamic and participative process of interaction related with the TLC approach expectations. Based on a context-specific case-study in Bolivia, the paper identifies the main obstacles and opportunities for this.