ALARj Action Learning and Action Research Journal
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Healing historical unresolved grief: a decolonizing methodology for Indigenous language revitalization and survival
No full textIn this paper I describe an intervention requested by an Indigenous organization in northeastern North America. In this case the grief derives from the struggle to recover Kanienkeha—the endangered Mohawk Indigenous language. My model begins with the decolonizing methodology now accepted as healing historical unresolved grief to affirm the foundational principles of Mohawk culture and pays homage to the ancestors. Following this exercise delegates freely share their feelings about the ancestors and the value of Mohawk culture—and how that culture is communicated through Indigenous language. This collective memory exercise is especially relevant in facilitating a workshop about an organization with a mission to save a threatened Indigenous language
Intuition and congruence: researching peace in Melanesia
No full textResearching peace and conflict in the Solomon Islands is a sensitive and nuanced process. The research must be guided by a methodology that is congruent with the epistemology and ontology of the Melanesian context, the peace studies discipline, as well as the researcher and participants involved. Research that is participatory and orientated towards action for positive social change is both desirable and necessary for effective research in this context. Participatory action research allows the research to capture and explore the affective, intrinsically intertwined nature of contemporary conflict in an indigenous setting. The key tenets of transformative research provide a relevant reference to the values that are inherent to participatory action research, an indigenous epistemology and peace research – that the research be a holistic, ethical, empowering and emancipatory process
Action learning/action research knowledge development and translation - a 'learning conference' experience
No full textThis article tells a ‘learning conference’ story about the establishment of a local conversation group on action learning and action research in a regional city in Australia that occurred between the ALARA 2008 and the ALARA 2011 conferences. We describe our 2008 conference experience, the preconference action, the 2011 conference workshop which told the story of our endeavour through an action learning cycle, and our post conference reflections. These reflections explore facets of the ALAR Conversation group including processes employed to date around the Cairns Conversation group. The article concludes by considering options for future action: stay as we are; change the focus on the current geographic locale to a local/national nexus; undertake a project; or share our reflections about the group process with the local ALAR network in order to move from discussion to action. In so doing we highlight the value of engaging the ‘learning conference’ approach for future conferences
So you think you are doing action research? Indicators of enactment of participatory action research in higher education
No full textAction Research is being adopted as a research and project method for the higher education learning and teaching sector. A researcher new to Action Research may need to be scaffolded through the process of validating their research as Action Research, asking the question ‘am I really doing Action Research?’ A multi-disciplinary team of Action Research Enablers, at one metropolitan university, cogenerated a set of indicators of the enactment of Participatory Action Research in learning and teaching projects. This paper introduces the indicators, their development and the associated tool. The role of the indicators in offering systematised project evaluative data is discussed. Indicators are illustrated with qualitative data, drawing upon the reflective narratives of the Action Research Enablers who engaged in regular supported reflection sessions. The need for the continual development of descriptors and the role of metrics to provide quantitative data are presented as ongoing research issues for Action Research projects
Action Learning Intervention as a Change Management Strategy in the Disability Services Sector – A Case Study
No full textThe not-for-profit disability services sector faces many challenges. The shift in funding arrangements from a supply-model, to a demand-model, has triggered the reassessment of organisational activity. This paper analyses these challenges, and seeks to study the application of Action Learning as a management tool for dealing with transformational change in this sector. The Action Learning approach implemented in this case study focused on the unique organisational characteristics with regard culture, structure, and the organisational response to the depth of the challenge. In so doing, the organisation recognised the requirements to respond decisively as a result of the shifting funding paradigm. Evidence was obtained regarding successful intervention outcomes, organisationally and personnel-wise. The former being a wide array of organisational and business initiatives, and the latter through the qualitative assessment of participant feedback. This paper provides insight into the development of an Action Learning intervention that can be applied to organisations in this sector, to facilitate such change challenges
Valuing student and community voices in the university: Action Research as a Framework for Community Service-learning
No full textThe Community Service-learning Lab (the Lab) was initiated as a university-wide service-learning experience at an Australian university. The Lab engages students, academics, and key community organisations in interdisciplinary action research projects to support student learning and to explore complex and ongoing problems nominated by the community partners. The current study uses feedback from the first offering of the Lab and focuses on exploring student experiences of the service learning project using an action research framework. Student reflections on this experience have revealed some positive outcomes of the Lab such as an appreciation for positive and strengths-based change. These outcomes are corroborated by collected reflections from community partners and academics. The students also identified challenges balancing the requirements for assessment and their goals to serve the community partner’s needs. This feedback has provided vital information for the academic team, highlighting the difficulties in balancing the agenda of the academic framework and the desire to give students authentic experiences
Book Review
No full textA review of “The Human Capacity for Transformational Change: the Future of the Collective Mind” by Valerie A. Brown and John A. Harris. Earthscan, Routledge, 2014.
Action research on action research: A facilitator’s account
No full textThis article describes research conducted by a facilitator of a statewide action research network, the Wyoming Teacher Policy Institute (WTPI). This group of teacher/action researchers organized with an aim of inserting teachers’ knowledge and perspectives into educational policy-making conversations. Teachers are typically excluded from the educational policy-making process (Kumar & Scuderi, 2000). The WTPI initiative attempts to change this situation by supporting teachers as they conduct action research and interact with policy-makers. The purpose of this study was to use action research methodology to document and analyze facilitator interactions with the teacher researchers. This research focused on support strategies that enabled teacher researchers to conduct action research and affect educational policy. The study’s methodology is explained, findings are summarized, and resultant recommendations are outlined
Enhancing learning with authoritative actions: reflective practice of positive power
No full textDrawing from a classic power perspective, my reflective practice illuminates how power action, traditionally recognized as negative and detrimental to teaching processes and learning outcomes, could be shaped in a positive way to enhance learning. Insights gained from this action research set in a politically charged and culturally homogenous environment provide critical perspectives to the research community and challenge traditional practices of teaching and learning. Implications gained call for attention to critical perspectives of empirical studies that could provide lessons for educators and researchers to create a more effective teaching and learning environment with authoritative power. An action framework is created at the conclusion of the paper to illustrate how a positive authoritative process can be achieved
Membership and Article Submission
No full textInformation about becoming a member of ALARA and about how to submit articles for publication in the journal