By Bridget Somekh
This e-book provides a clean view of motion study as a strategy uniquely suited for learning the strategies of innovation and alter. Drawing on twenty-five years' adventure of top or facilitating motion examine initiatives, Bridget Somekh argues that motion examine could be a robust systematic intervention, which works past describing, examining and theorizing practices to reconstruct and remodel these practices. The publication examines motion learn into swap in a variety of academic settings, equivalent to colleges and study rooms, college departments, and a countrywide evaluate of expertise in faculties. the hole bankruptcy provides 8 methodological rules and discusses key methodological matters. the point of interest then turns to motion examine in broader contexts comparable to 'southern' international locations, well-being, company and administration, and group improvement.
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Extra resources for Action Research: A Methodology for Change and Development
To unlock agency of individuals and groups and promote and sustain change in an organization, action research needs to adopt a systemic approach. The work of Argyris (1993), particularly his theory of ‘doubleloop learning’, suggests that groups should work interactively and reflectively to go beyond their personal learning and aim for a broader impact on improving working methods and practices across their whole workplace. Senge’s (1993) theory of the learning organization implies the need for cross-departmental and inter-functional collaboration and development.
Action may be ‘internal’ or ‘external’ and does not originate in the human agent alone but is jointly produced in tension between the agent and the cultural tool. To explain this Wertsch gives the example of pole vaulting, in which the athlete can only jump the bar by using the pole, but it is almost impossible to think of any human activity that is not dependent on tools in a similar way. Socio-cultural tools are embedded in historical practices and institutional structures and their affordances either enable or constrain the actions of individuals.
She describes how her work is caught in the tension that is historically embedded in action research between an impetus to empower and an impetus to ‘a social engineering element’ (Walker 1996: 208). Her aim is to work with teachers on terms of mutual respect and equality, but she illustrates very fully how this aim is unattainable given the oppressive structures of the Bantu education system in which her teacher–partners are encultured. The teachers’ attitudes to their work and to her as a ‘white woman’ are constructed by the power relationships inscribed in the ideology of apartheid.