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 Jose de Caldas (UDFJC) in Bogota 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 Medellin, Amparo Clavijo-Olarte and I were inspired by two community initiatives we saw in the city: the