Synopses & Reviews
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.
Review
"It is rare to find such an exceptional contribution to knowledge and change as this new book by leading world scholars on action research and professional learning." - Professor Jonathan Jansen, Vice-Chancellor, University of the Free State, South Africa"This thought-provoking book provides a treasure trove even for experienced readers in the field." - Emeritus Professor Stephan Laske, University of Innsbruck, Austria
Synopsis
By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.
About the Author
Ortrun Zuber-Skerritt is Professor Extraordinaire, North West University, South Africa. 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 REFLECTION1. Conceptual Framework2. Professional Learning3. Critical Reflection4. Action ResearchPART II: CASE STUDIES IN HIGHER EDUCATION AND COMMUNITIES5. Professional Learning with Academics: Case Studies from South Africa6. Professional Learning with Community Leaders: Case Studies from Six African Countries7. Professional Learning through University-Community Partnerships in AustraliaPART III: IMPLICATIONS AND CONCLUSIONS8. Professional Learning through an Action Research Thesis9. Conclusions and Critical Reflections