How is the transmigrant reality of the 21 st century influencing how we understand and enact community?These are a few of the pressing questions that have emerged from a multi-year collaborative research project involving faculty and students at the Universidad Distrital Francisco José de Caldas (UDFJC) in Bogotá and the University of New Hampshire (UNH), USA.In this essay, I share the background and some of the preliminary insights and subsequent implications from the first stage of our project on community-based pedagogies and literacies, a project that grew out of a shared interest in reclaiming the value of local knowledge in a time of increased standardization, but is now raising complex questions regarding conceptions of community in a transmigrant world. BACKGROUNDIn 2008, while attending a conference in Medellín, Amparo Clavijo-Olarte and I were inspired by two community initiatives we saw in the city: the megalibraries project and the "metro culture" campaign.As language teacher educators witnessing a growing disconnect between teachers, students, and curriculum we were wondering how to help our teachers see their urban communities as rich resources for curriculum, and see their students as inhabitants of communities with multiple linguistic and cultural assets.The two Medellín projects reflected a community-as-curriculum philosophy and invited citizens to think differently about their local resources and their roles in creating a culture that valued and supported these resources.How could these projects help us articulate and integrate community-based literacies into our programs?And, how could sharing our work across our differing contexts of Colombia and the USA foster individual and collective learning?This conversation was the beginning of our international collaboration.