Professional Learning in Higher Education and Communities Towards a New Vision for Action Research

by Zuber-Skerritt, Ortrun; Fletcher, Margaret; Kearney, Judith; Jansen, Jonathan D.

• ISBN13: 9781137455178
• ISBN10: 1137455179
• Format: Hardcover
• Copyright: 2015-02-20
• Publisher: Palgrave Macmillan

Summary

This book challenges the current thrust of neoliberalism and economic managerialism by unfolding a new vision of participatory action learning and action research (PALAR) as a philosophy, methodology, and theory of learning and the facilitation process. The focus is on professional learning conceived as being participatory, collaborative, holistic and transformative, particularly through critical reflection and an affective-socio-cognitive approach. In a unique new approach, Professional Learning in Higher Education and Communities adopts a novel integration of social science with neuroscience to explain the processes and significance of PALAR. This provides the basis for justifying PALAR as an effective way to collaboratively achieve positive change, sustainable development and social justice, based on human agency and democratic values, for the common good and thus a better world for all. This book itself is testament to the critical reflection and affective-socio-cognitive approach that it advocates.

Author Biography

Ortrun Zuber-Skerritt is Adjunct Professor at the School of Education and Professional Studies, Griffith University, Australia. Her previous books include Lifelong Action Learning for Community Development (2013) with Richard Teare, and Action Research for Sustainable Development in a Turbulent World (2012).
 
Margaret Fletcher has been working as an educator for 40 years and her research and publications focus on best practice in teaching, learning and change facilitation with an emphasis on using action research methods to explore innovative and transformative solutions to complex problems.
 
Judith Kearney is Director of Community Partnerships at the School of Education and Professional Studies, Griffith University, Australia.

Table of Contents

PART I: PROFESSIONAL LEARNING THROUGH CRITICAL REFLECTION

1. Conceptual Framework

2. Professional Learning

3. Critical Reflection

4. Action Research

PART II: CASE STUDIES IN HIGHER EDUCATION AND COMMUNITIES

5. Professional Learning with Academics: Case Studies from South Africa

6. Professional Learning with Community Leaders: Case Studies from Six African Countries

7. Professional Learning through University-Community Partnerships in Australia

PART III: IMPLICATIONS AND CONCLUSIONS

8. Professional Learning through an Action Research Thesis

9. Conclusions and Critical Reflections