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Action Research

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Professional Learning in Higher Education and Communities

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Abstract

In this chapter I build on previous chapters and consider the concept of action research from an affective-socio-cognitive and critical theorist perspective. I contextualise discussion by explaining that action research is more than just a methodology. Since it implies a specific paradigm, epistemology, ontology and axiology, it is a way of engaging with groups of people to integrate theory and practice, research and development; to improve practice (action) and to create understanding and new knowledge (research) that is relevant, useful and contextualised, including local knowledge; to promote professional learning through critical reflection; and to achieve continuing growth, positive change and sustainable development. The chapter provides working definitions of action learning and action research and their various derivatives, as well as a theoretical framework and some models of action research. Here action research is conceived as a philosophy, methodology, theory of learning and a facilitation process. This chapter also links all subsequent chapters in the book that use PALAR as our preferred form of emancipatory action research and meta-action research in various fields and contexts, as demonstrated in the case studies in higher education and university-community partnerships in Part II.

It is our hope that people will dedicate their time and effort to improve the conditions within their own communities.

(Nelson Mandela Foundation, Johannesburg, South Africa, 30 June 2009)

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Authors
  1. Ortrun Zuber-Skerritt
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© 2015 Ortrun Zuber-Skerritt, Margaret Fletcher and Judith Kearney

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Zuber-Skerritt, O. (2015). Action Research. In: Professional Learning in Higher Education and Communities. Palgrave Macmillan, London. https://doi.org/10.1057/9781137455185_4

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