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Action Learning and Action Research
These songlines’sing' into history the personal story of Action Learning and Research (ALAR) by an ALAR founder, Ortrun Zuber-Skerritt. Revealed through a collection of interviews conducted by scholars from six countries, these engaging, informative, intimate stories record her ALAR journey to document history and, more importantly, to help develop skills and innovation in workplace/community and lifelong learning for everyone, including the disadvantaged and poorest. Reviewers comments: This book is a must read for action researchers of all stripes and experience levels. Ortrun Zuber-Skerritt, a principal architect of ALAR who has pushed the boundaries of AR conceptually and methodologically, has now created a unique book built out of orchestrated interviews that provide us with much insight into who she is, why and how to learn from her, and invitation to collaborate in further developing our practice for the benefit of everyone. Davydd Greenwood, PhD, Goldwin Smith Professor of Anthropology, Cornell University, USA.
Lifelong Action Learning and Research
This tribute to Ortrun Zuber-Skerritt is a celebratory Festschrift of her learning/research action-packed life. Colleagues around the world reflect on their own learning, research and professional development, with and through Ortrun, in action learning and action research (ALAR). Four Parts identify focus areas in Ortrun’s work and interests over the last 40 years. Higher Education is the site for most of Ortrun’s work experience since 1974 when she joined Griffith University in Australia. Organisations is a context where Ortrun has actively explored processes of learning, leadership and development in management education.
Action Leadership
Action leadership is a creative, innovative, collaborative and self-developed way to lead. It eschews the hierarchical structure usually associated with leadership and is based instead on the democratic values of freedom, equality, inclusion and self-realization. It take responsibility for, not control over, people through networking and orchestrating human energy towards a holistic outcome that benefits the common interest. Action leaders are passionate people who abide by the motto that “Learning does not mean to fill a barrel but rather to ignite a flame” in others. And in this time of rapid economic, political, technological, social and ecological changes, action leadership and actio...
Action Research for Sustainable Development in a Turbulent World
Presents and celebrates Action Learning and Action Research (ALAR) through stories, experiences, reflections and specific works of key proponents and participants in ALAR World Congresses. This title argues for the benefits of action research for sustainable development and problem solving in a turbulent world in the 21st century.
Community-based Research with Vulnerable Populations
This book advocates for community-based research with vulnerable populations within the field of higher education. The chapters outline how research can democratize knowledge generation to make it more accessible and socially relevant, and emphasizes the value of the lived and experiential knowledge of vulnerable and marginalized populations. Rooted in a critique of the current practices of higher education that fail to support participatory and transformative research, the research is structured at micro, macro and meso levels to ultimately emancipate colonized thinking of stakeholders about power, privilege and participation. Focusing primarily on various contexts within the Global South, the contributors argue that the time is ripe for community-based research which combines the theoretical knowledge of the academy with the local, experiential knowledge of those experiencing the consequences of social inequality to co-construct knowledge for change.
Action Research
Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community. This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.
Towards a holistic approach to support learners at risk of interrupted development
The COVID-19 pandemic and the restrictions that came with it led to unprecedented disruptions in learner development and put them at risk of poor developmental outcomes. It is thus important that the extent of the disruption on their development and the support needs of learners be investigated. Researching the impact of the disruption should focus on holistic development. In this book, the authors use multiple research approaches and methods of gathering data in their respective fields to examine the impact of the disruption and determine the support needs of learners. Data gathered through the different methods are processed and findings are presented. The findings have implications for both practice and future research in the fields of inclusive education, learner support, educational psychology, movement education, Life Orientation and curriculum development.
Research and Knowledge at Work
Leading experts from North America, Japan, Britain and Australia illustrate both practice and theory issues, making this a valuable resource for all those concerned with continuing professional development.
