|Abstract||In this article, I present some arguments to show what is needed for school and medical systems and educational research journals to respect and legitimate the embodied knowledge of practitioners through their own living-theories in terms of making original contributions to academic and professional educational knowledge. The students’ stories that address obstacles, constraints and, thankfully, transcendence reveal the significance of leadership, sustainability, and accreditation in respecting their embodied knowledge and for improving the social order and the flourishing of humanity. To support my arguments, I show how a living-culture-of-inquiry and multi-media possibilities focus on clarifying and communicating values-based expressions of meaning. I draw insights from the work of De Sousa Santos (2014), including the idea of ‘epistemicide’. Epistemicide draws attention to the ways in which the validity of indigenous and practitioner-knowledge is not recognised or is killed off in the dominant epistemology of western universities.
This article shows how the embodied knowledges of practitioners are being made public in the context of the power struggles in which I am making this contribution as part of my living legacy (Forester, 2015).