ALARj Action Learning and Action Research Journal
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ALARA-BALT Australasian Action Learning, Action Research Conference 2020
No full textAnnouncement of ALARA-BALT Australasian Action Learning, Action Research Conference 2020 in Launceston, Tasmania on 8-10 November 2020
ALARA 2018 World Congress Summary of Presentations
No full textSummary of Presentations at the ALARA 2018 World Congress in Vermont USA in June 201
ALARA Membership and Submission Guidelines
No full textInformation about Action Learning, Action Research Association Ltd, and guidelines for submitting papers for this Journa
Where do we go from here?
No full textThe workshop brought together researchers who are engaged in action learning/action research inquiries of the kind, ‘How do I improve what I am doing and live, as fully as possible, my values that carry hope for the flourishing of humanity?’ Participants comprised researchers physically present in the room, those present through SKYPE and those who have a virtual presence in the form of their living-posters at http://www.actionresearch.net/writings/posters/homepage020617.pdfThis workshop focused on living-theory accounts created by educational practitioner researchers, including those engaging as AL/AR practitioners, which are contributing to a legacy for transforming social change. The living-theories used in the workshop included those accredited for doctoral degrees in different universities around the world.The workshop demonstrated the communicative power of multi-media narratives with digital visual data to clarify and communicate the meanings of embodied expressions of values that carry hope for the flourishing of humanity. Ideas, critically and creatively engaged with included current social theories such as de Sousa Santos’ (2014) ideas on ‘epistemicide’. These ideas were used to show how Western academic reasoning and epistemology can be understood and transcended in the generation of the living-educational-theories of individuals, grounded in their experiences and contexts
The transformative possibility of literary métissage: An action research report
No full textThis report describes and exemplifies ongoing action research advancing an inquiry method with the potential to reveal evidence of individual and collective relational learning resulting from teacher professional development. The method of literary métissage encourages the emergence and merging of voices, and may be appropriate for use in contexts other than schools. The report traces the design, enactment and outcome of a workshop presented at the ALARA World Congress, 2018, in which participants concerned with transformative social change experienced the method's potential. Participants' products, involvement in the validation of the project, and authors' reflections on modelling the method are shared
Keynote address: The action learning, action research experiences of professionals
No full textThis keynote relates the experiences of professional educational-practitioners, which contribute to the legacy of action learners, action researchers, and others concerned with transforming social change for the flourishing of humanity. It provides an evidence-based justification for claiming that this legacy includes the creation of an educational epistemology that is transforming globally what counts as educational knowledge in the Academy. This transformation takes into account the power relations that are supporting and hindering its legacy, including the power of epistemicide. The epistemology is being created in the explanations of practitioner-researchers of their educational influences in their own learning, in the learning of others and in the learning of the social formations in which the explanations are located. The energy-flowing values that constitute explanatory principles and living standards of judgement are clarified and evolved through the use of digital multi-media narratives. The freely available resources http://www.actionresearch.net include 10 years of the Educational Journal of Living Theories (EJOLTS - http://ejolts.net ). These are international resources for all Action Researchers, Action Learners and educational-practitioner researchers who want to research their practice to understand, improve and explain it in terms of their ontological and social values and their practice and to generate their own. These theories are generated from inquiries of the kind, “How do I improve what I am doing?” in which ‘I’ exists as a living contradiction and the researcher’s ontological and relational values form their explanatory principles and standards of judgement
The role of action research in my autoethnographical transition from the natural sciences to scholarship in education
No full textHaving graduated with a Master’s degree in Natural Sciences, the educational aspects that I engaged in during my studies seemed to have ignited my latent affinity for education, which prompted me to pursue a scholarship in education. Fortunately, I did not have to choose between the two disciplines but could merge the Natural Sciences into the field of education. However, I obtained my entrance to the field of education through enrolling for a Postgraduate Certificate in Higher Education (PGCHE).This qualification assumes that I am engaged in a professional education practice which I could comply with when I became a Life Sciences teacher-educator for postgraduate student-teachers. Obtaining the PGCHE qualification revolved around the continuing improvement and/or innovation of my education practice through a comprehensive action research project.From the onset it became clear that being a good scientist does not mean that one is a good educator. Through this action research project I quickly learned that it is not only the improvement of my professional education practice that is under scrutiny, but, since learning is personal and fundamentally holistic in nature, my personal development is also under investigation. This also provided the impetus to extend my action research project into my proposed autoethnographic PhD scholarship.I was surprised by how the simplistic cyclic conception of action research could be transformed to support a complex endeavour of cycles and spirals in which personal development of the highest order to maximise one’s potential (being not only central but also an ethical imperative in education) could so effectively be fulfilled through action research
