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  • The transformative potential of action learning in community-based research for social action

    Author(s)
    Zuber-Skerritt, Ortrun
    Wood, Lesley
    Kearney, Judith
    Griffith University Author(s)
    Zuber-Skerritt, Ortrun D.
    Year published
    2020
    Metadata
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    Abstract
    Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii) identifying the key principles and processes of action learning as an integrated concept within the participatory action learning and action research (PALAR) paradigm. We argue that action learning has to be developed in a systematic, educational way to enable people to take responsibility ...
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    Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii) identifying the key principles and processes of action learning as an integrated concept within the participatory action learning and action research (PALAR) paradigm. We argue that action learning has to be developed in a systematic, educational way to enable people to take responsibility for improving their life circumstances. Examples from university partnerships with communities in South Africa and Australia demonstrate how action learning, within a PALAR process, can inspire and enable individuals and whole communities to learn and develop skills, attitudes, values, and understandings to engage in social action most effective for their particular needs and contexts. In this way, people become self-directed learners, creators of knowledge and activists able to challenge and disrupt dominant power relationships and traditional ways of conducting research. These case examples illustrate how action learning, as part of a PALAR process, enables the university to partner with community for social action towards a more just society.
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    Journal Title
    Action Learning: Research and Practice
    Volume
    17
    Issue
    1
    DOI
    https://doi.org/10.1080/14767333.2020.1712840
    Subject
    Specialist studies in education
    Social Sciences
    Education & Educational Research
    Action learning
    action research
    community engagement
    Publication URI
    http://hdl.handle.net/10072/393499
    Collection
    • Journal articles

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