ALARj Action Learning and Action Research Journal
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Engaging creativity through an action learning and action research process to develop an Indigenous art exhibition
No full textIn most art exhibitions, the creative part of the exhibition is assumed to be the artworks on display. But for the Capricornia Arts Mob’s first collective art exhibition in Rockhampton during NAIDOC Week in 2012, the process of developing the exhibition became the focus of creative Action Learning and Action Research. In working together to produce a multi-media exhibition, we learned about the collaborative processes and time required to develop a combined exhibition. We applied Indigenous ways of working – including: yarning, cultural respect, cultural protocols, mentoring young people, providing a culturally safe working environment and sharing both time and food – to develop our first collective art exhibition. We developed a process that allowed us to ask deep questions, engage in a joint journey of learning, and develop our collective story. This paper explores the processes that the Capricornia Arts Mob used to develop the exhibition for NAIDOC 2012.
EMPOWERMENT IN PARTICIPATORY ACTION RESEARCH CONDUCTED IN MALAYSIA
No full textParticipatory action research advocates participation and egalitarian relationship among its participants. This study was conducted in Malaysia amongst the Malay society, where the Malay society has been labelled as having high power distance in its social structure. In a society that recognizes status differences among individuals in the society depending on their rank in the hierarchical structure, egalitarian or equal relationship among research participants could be quite problematic. This paper will outline the Malays social hierarchy and explore how members of a hierarchical society became empowered through a participatory action research. Through qualitative methods such as observation, informal conversations, journal reflections and semi-structured interviews, this study investigated the experiences of the two Malay teachers in negotiating the Western-based concepts in a participatory action research project. Due to the importance of reflection and action in a participatory action research, data was analysed through a Critical Reflective Analysis Steps (Author, 2013) which included the process of observing and noting personal reflections, confronting and thinking, and taking action. Findings suggest that through participatory action research, the participants of the research were somewhat empowered to challenge their traditional role in the hierarchical structure
A Reflexive Study of the Continuous Practice Improvement of a Global Marketeer
No full textThis short paper aims to introduce the methodology applied by a Global Marketeer based on the paradigm of Critical Theory and utilising an Action Research methodology with interpretative and hermeneutic foundations. The overarching approach is known as Living Educational Theory as promulgated by Professor Jack Whitehead (formerly of the University of Bath).[1] The specific approach I use is referred to as “The Living Thesis”, the methodology that I have chosen to adopt is that of Wong (2007), which is that of a case study applying ethnographic reflection to my professional practice.[1] Whitehead, J. (1989). Creating a Living Educational Theory from Questions of the kind 'How do I improve my Practice'. Cambridge Journal of Education, 19, pp41-52.
Book Review Learning and Development for a Better World: Lifelong Action Learning for Community Development
No full textOrtrun Zuber-Skerritt and Richard Teare, Learning and Development for a Better World: Lifelong Action Learning for Community Development , published by Sense Publishers
Using participatory action research for heart self care amongst indigenous patients
No full textThis paper describes the use of participatory action research in the development and trialling of an iPad application designed to provide monitoring and self-care for Indigenous Australians with heart failure. The pilot study research involved health experts, an IT team and Indigenous heart failure patients in three cycles of development and critical reflection. The researchers describe the steps they took to ensure community participation and ownership of the project, which is based on evidence that IT-supported health education can be successful in decreasing re-hospitalisation and improving self-management skills. This participatory action research pilot project is the first demonstration that an iPad application can be developed to provide health care support for Indigenous Australian heart failure patients.
Stakeholder voices: exploring responsibility, trust and sustainable outcomes in a community leadership program
No full textFive years after the end of a leadership development program four stakeholders explore responsibility for and sustainability of its outcomes. The stakeholder voices are those of the project leader and three participants; the context is a community leadership program for residents of government housing estates in Eastern Sydney. We take the position that the program leader is primarily responsible to the participants, rather than funding body, for the outcomes of the program. Being responsible to the participants in a community leadership program brings a whole new set of possibilities, in particular it means that leadership of the program is in the hands of participants. They must be the leaders from the beginning and across all facets: projects, monitoring, administration and evaluation. But first we have to define leadership. Later we have to define sustainable outcome. Behind the management of this program and the definitions that evolved lies a cybernetic/systems approach to action learning and action research
Making a difference: Engaging both hearts and minds in research practice
No full textThis paper discusses the findings and the research process undertaken thus far for the Looking Forward Aboriginal Mental Health Project. The primary aim of the project is to engage with both the mental health service providers and the Aboriginal (Nyoongar) community living in the south-east metropolitan region of Perth to effect positive system change in terms of service provision for Aboriginal (Nyoongar) families living with mental health issues. The paper includes a background to the project and our interpretation of participatory action research in an Aboriginal (Nyoongar) context, an overview of the impact of colonisation on Nyoongar people, an account of what it means to be Nyoongar, a discussion of the methodology for the project, the research process highlighting the critical roles of advocacy and activism taken on by the project team in working with Aboriginal (Nyoongar) people, and examples of our work that we believe will assist researchers in ensuring their research practice is both respectful and responsive when working with Aboriginal (Nyoongar) people
Transformational community development through emergent learning
No full textThis 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 adapts Taylor’s conceptual framework of leadership development to the new context of community development, aiming for transformational and sustainable community development through and with learning that can be cascaded to others. The article illustrates this development 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 provides evidence that validates the model of emergent learning for transformational learning personally, professionally and in the community. Our research 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
ALARA membership information and article submissions
No full textInformation about joining ALARA, and about submitting articles for future issues of ALARj