This article explores collaboration between research, education, and practice, framed as a knowledge triangle. The purpose is to make a vocabulary contribution on how a knowledge trian-gle collaboration can be established as an equitable knowledge and learning space, in which perceptions of research as the owner of knowledge capable of delivering solutions to practice are reconsidered. With a pragmatic understanding of knowledge and action research as a methodological approach, empirical experiences from a network meeting between researchers and practitioners are analyzed. The theoretical exploration of knowledge collaboration is done through a conceptualization of Wenger-Trayner's idea of the social learning space, seen as a shared place for exploring issues, driven by a common care to make a difference. This perspective highlights participants' engagement, attentive interaction, sharing of uncertainties, and exploration of the unknown. Referring to Dewey's understandings of knowledge, the concept of knowledge inclusion is proposed, countering a view of research, education, and practice as merely three sides of a knowledge triangle. Finally, the article calls for a reorientation of academic culture and emphasizes researchers' role as active participants in social learning spaces across collaborative forms within the vocational education sector.
Original languageDanish
JournalNordic Journal of Vocational Education and Training
Publication statusSubmitted - 2024

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