Contribution short abstract:

This paper examines the collaborative structure of my ethnographic research on memory practices in the Rif, Morocco. It explores the benefits and challenges of how knowledge is co-produced between researchers, activists, and local communities, through the establishment of a MediaSpace in Al-Hoceima.

Contribution long abstract:

This paper critically examines the collaborative anatomy of my ethnographic research in the northern Rif of Morocco. I analyze how knowledge is co-produced between researchers, activists, and trans-local communities, shaping academic methodologies and interpretations through the establishment of a MediaSpace in Al-Hoceima.

As part of an interdisciplinary team project, my research explores how Riffian communities in Morocco and the European diaspora engage with the legacy of (post)colonial violence through ecological care, art, activism, and (digital) media. In this context, a MediaSpace was created in collaboration with local partners to serve as a hub for knowledge exchange and participatory projects on memory and heritage, such as the collective curation of a local museum, the documentation of family histories, and the support of local artist networks.

While the MediaSpace fosters community engagement, it also raises ethical concerns. In the context of collaborative research in a post-colonial setting, those involved in Al-Hoceima’s MediaSpace must navigate different agendas of academic and non-academic stakeholders amid local political surveillance. This brings into focus key questions: Who ultimately benefits from collaborative knowledge production and where are the boundaries between cooperation and extraction? Beyond offering opportunities for innovative methodologies, collaborative research thus also calls for critical reflection on the implications of open and shared research fields.

In addition, the academic evaluation of collaborative projects remains a challenge. While participatory initiatives such as a MediaSpace, an exhibition, or a documentary series requested by and produced with the local community contribute to decolonial knowledge practices, peer-reviewed publications still dominate academic evaluation systems. This tension between ethically responsible research and academic career advancement calls for a fundamental rethinking of how collaborative knowledge production is valued within academia.