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Action Research (AR) is an ideal methodology to enable practical and emancipatory outcomes, as well as to generate relevant and authentic theory. Consequently, it has gained popularity worldwide. However, this emerging paradigm of AR in the Social Sciences has been widely misunderstood and misused by researchers, educators and practitioners.
The integration of Action Learning with Action Research deepens understanding and contributes to new knowledge about the theory, practice and processes of Action Learning (AL) and Action Research (AR). It clarifies what constitutes AL/AR in its many forms and what it is not. AL and AR enable participants to effectively approach increasingly complex global challenges confronting humankind in this twenty-first century, collectively achieve practical, emancipatory and sustainable outcomes and generate relevant, authentic theory. This book, written by internationally renowned experts, is the first to provide a comprehensive overview of the main genres and approaches of AL/AR. They explain the genre of their expertise, reflect on their rich experiences with it, and consider both the common features shared across the AL/AR paradigm and what is distinctive about the particular genre they overview. This book discusses the what, why and how of their particular approach and will prove invaluable for researchers and practitioners alike.
This edited collection takes on the valuable but difficult task of identifying the non-negotiable or defining characteristics of action learning (AL) and action research (AR). The task is difficult because the ‘action’ approach values multiple perspectives and worldviews and encourages participants to own and create their knowledge. This results in a family of approaches as AL/AR evolves to serve practitioners in their learning process. As editors, Zuber-Skerritt and Wood [have invited a wide range of perspectives from AL/AR advocates/scholars who have contributed to the evolution of the now many genres. They close with embracing their goal of deepening understanding AL/AR as philosophy, methodology, theory of learning, and process for community engagement. This book does an excellent job of challenging action researchers to critically think through their traditions in contrast to other approaches. The chapters provide a solid foundation for AL and AR approaches to create understandings and knowledge based on values and worldviews that uphold inclusion and will further develop the quality of social sciences and our democratic world.
— Margaret Riel, PhD, Director, Center for Collaborative Action Research, Pepperdine University, Los Angeles, CA, USA
Ortrun Zuber-Skerritt, PhD, is an Adjunct Professor at Griffith University, Australia and Honorary Research Fellow at North-West University, South Africa. In 2018 she was appointed an Officer of the Order of Australia, a prestigious national honour for “distinguished service to tertiary education in the field of action research and learning as an academic, author and mentor, and to professional bodies.
Lesley Wood, DEd, is a Research Professor in the Faculty of Education at North-West University, South Africa; Director of the research niche area, Community-Based Educational Research (COMBER). She is a National Research Foundation (NRF) rated researcher and has published over 70 articles, chapters and books, and has received several internationally funded grants for her projects.
Introduction
Chapter 1. Introduction to Action Learning and Action Research: Genres and Approaches; Ortrun Zuber-Skerritt and Lesley Wood
Part I Action Learning (AL)
Chapter 2 Action Learning: Past, Present and Future; Robin Hurst and Michael Marquardt
Chapter 3. Lifelong Action Learning: Principles and Case Studies; Richard Teare
Chapter 4. Action Learning and Mindfulness for Mental Health in the Workplace; Ron Passfield
Chapter 5. Integrating Action Learning with Action Research (ALAR); Ortrun Zuber-Skerritt
Part II Action Research (AR)
Chapter 6. Demystifying Action Research; David Coghlan
Chapter 7. Action Research for Self-Study and Living-Educational-Theories; Jack Whitehead
Chapter 8. Educational Action Research; Franz Rauch, Stefan Zehetmeier and Peter Posch
Chapter 9. Designing and Facilitating Systemic Action Research at Scale; Danny Burns
Chapter 10. Action Science; Bob Dick
Chapter 11. Appreciative Inquiry: Positive Action Research; Diana Whitney, Amanda Trosten-Bloom and Maria Giovanna Vianello
Chapter 12. Critical Participatory Action Research; Stephen Kemmis, Robin McTaggart and Rhonda Nixon
Chapter 13. Participatory Action Learning and Action Research for Community Engagement; Lesley Wood
Conclusion
Chapter 14. Reflections and Conclusions; Ortrun Zuber-Skerritt and Lesley Wood