Professional Learning in Higher Education and Communities

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.

This book is not just another volume on action research that quotes all the well-known references, but one of the most informative and elegantly constructed books on Action Research I have read recently. I highly commend this volume to practitioners in Development Studies, Mission Studies, and to students of action research particularly in continuing, higher and community education. Buy a copy for your own interest, and recommend it to post-grad action researchers and to your institution's librarian. (Brian Wakeman, Educational Action Research, Vol. 25 (5), October, 2017)

The text is well researched and draws on the important work of others to provide a robust discussion and valuable resource for the researcher. The text will, no doubt, be valuable for students, researchers and supervisors of AR which focuses on transforming and improving challenging and complex workplace and community settings. (Teresa De Fazio, Higher Education Research & Development, October, 2016)

"This new book on Action Research for professional learning pushes the boundaries of models and applications of Action Research in a variety of contexts and countries." - Pip Bruce Ferguson, Educational Journal of Living Theories

Autorentext
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.

Inhalt
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