Transformational community development through emergent learning
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Author(s)
Zuber-Skerritt, Ortrun
Griffith University Author(s)
Year published
2013
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This article applies the concept of 'emergent learning' (Taylor, 2011) to action learning and action research (ALAR) in general, and to lifelong action learning (LAL) in particular. It discusses Taylor's conceptual framework of leadership development in the new context of community development, aiming for community development that is transformational and sustainable, through and with learning that can be cascaded to others. The article illustrates this theoretical model in practice with a community- university partnership program in Australia where participants were cognisant of action learning but not of the theory of ...
View more >This article applies the concept of 'emergent learning' (Taylor, 2011) to action learning and action research (ALAR) in general, and to lifelong action learning (LAL) in particular. It discusses Taylor's conceptual framework of leadership development in the new context of community development, aiming for community development that is transformational and sustainable, through and with learning that can be cascaded to others. The article illustrates this theoretical model in practice with a community- university partnership program in Australia where participants were cognisant of action learning but not of the theory of emergent learning. The program data shows alignments and linkages with the model of emergent learning which suggests that it is relevant to transformational learning personally, professionally and in the community. Our research also suggests that readers may usefully apply this model not only to community development, but also to ALAR projects or programs in other areas such as education, higher education, health, and professional and leadership development in government and industry. By analyzing the new theoretical model of emergent learning and validating it through data collected for a different purpose, this study helps to extend the emergent paradigm and methodology of both ALAR and LAL.
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View more >This article applies the concept of 'emergent learning' (Taylor, 2011) to action learning and action research (ALAR) in general, and to lifelong action learning (LAL) in particular. It discusses Taylor's conceptual framework of leadership development in the new context of community development, aiming for community development that is transformational and sustainable, through and with learning that can be cascaded to others. The article illustrates this theoretical model in practice with a community- university partnership program in Australia where participants were cognisant of action learning but not of the theory of emergent learning. The program data shows alignments and linkages with the model of emergent learning which suggests that it is relevant to transformational learning personally, professionally and in the community. Our research also suggests that readers may usefully apply this model not only to community development, but also to ALAR projects or programs in other areas such as education, higher education, health, and professional and leadership development in government and industry. By analyzing the new theoretical model of emergent learning and validating it through data collected for a different purpose, this study helps to extend the emergent paradigm and methodology of both ALAR and LAL.
View less >
Journal Title
Action Learning Action Research Journal
Volume
19
Issue
2
Copyright Statement
© 2013 Action Learning, Action Research Association Inc. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Subject
Continuing and Community Education