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In this paper we explore what campesino [peasant] livelihoods in the rural Andean mountains of Colombia offer to understandings of more-than-human co-existence and care. For, while new conservation paradigms promise to transform economic and social horizons, being "paramuno" [resident of the "paramo," or high moorlands] in the small community of Monquentiva is already characterized by becoming-with-other-beings-and-practices; a disposition toward incorporation of elements that are at-hand, and an ethics of care toward other beings in the landscape. We draw on ethnographic data to present this case study, emphasizing the forms of social organization and persistence that have enabled the emergence of economically and ecologically sustainable livelihoods. We explore these processes in terms of what we call world-making practices, showing how relationships with Indigeneity and collectivity are being renegotiated, and arguing for modes of conservation that engage with existing forms of peasant innovation. [ABSTRACT FROM AUTHOR]

Researchers have found that many post-secondary music students suffer from physical and mental health issues. However, researchers have mainly studied these problems at the individual level, with little investigation of how music students' work is shaped by the coordinating effects of policies, texts, and discourses at and beyond their local site. This paper describes a protocol for an international project that will explore the health of music students in the context of their daily work. Using an institutional ethnography approach, we will examine the social organization of music students' work at three universities: two in Canada and one in Australia. This will be the first set of studies that use institutional ethnography specifically for the purpose of understanding how the social organization of music students' work shapes their health. Data will be collected using several methods common to institutional ethnography: interviews, focus groups, observations, and collecting texts. Data analysis will begin during the data collection process and proceed in two fluid stages. The first stage will involve a detailed investigation of the pertinent work activities at each music school. The second will involve linking that work to specific social relations within and beyond the institution. After data analysis has been completed at all three sites, findings will be compared to one another to identify commonalities and differences in how students' work is organized. Findings of the entire project may inform policy-making and lead to positive change at the institutions studied, as well as others where similar social organization may occur. The novel approach described here will provide opportunities to expand current knowledge about music students' work and health beyond what has been learned through approaches that focus on students' individual behaviours and attributes. [ABSTRACT FROM AUTHOR]