Dear Susan and All,
Actually, I think there is a danger of associating
the notion of 'human rights' with the positivistic notion of 'human autonomy'
(absolute self-sufficiency). From a natural inclusional view, I think it may
make more sense to speak in terms of human 'need' and 'needfulness', which arise
not from some kind of 'badness', 'weakness' or 'deficiency', but from the
receptive space that is at the focal point (gravitational centre) of natural
co-creativity. When this presence is recognised for what it is and how it
transfigures, the very ideas of absolute independence and non-participation make
nonsense.
The attached paper - which I believe has just been
published in the ALARA journal, relates to this point. In these terms 'action'
becomes understood as energetic response to local reception and reflection
through the 'including middle' (dynamic bodily boundary) of our (non-autonomous)
self-identity as local-in-nonlocal neighbourhood. We move from speaking about
forceful agency (power) to receptive agency (influence) through the inclusion of
transfigural space. We accept and share responsibility instead of declaring sole
(and hence soul-less) possession of our world.
Warmest
Alan
----- Original Message -----
Sent: Saturday, May 08, 2010 1:51
AM
Subject: Re: Education and Learning
Virtual Networking Stream for ALARA's 8th World Congress
Hello Ernie, Brian and everyone
I see a strong
distinction between participatory and non-participatory approaches to all
forms of engagement – not only AR – which opens up a more generic question
about what constitutes “participatory” across say – planning, design,
journalism, citizenship etc...
If we look beyond the rather unhelpful
terms like “engagement” it seems that decision-making at all stages of an
initiative is key – however – where does expertise fit into this when a task
is requiring specialist input?
Therefore – participation for me needs
to be correlated to a) first hand experience of the issues and b) legitimate
power to act on the issues within your own domain of action c) capacity to
generate resources (of all kinds) to sustain the rights and responsibilities
required of one when the consequences of action are realising.
This for
goes to the source of rights and responsibilities – human rights – which
include the recognised power to make distinctions and contribute to the
architecture of knowledge construction when working in a research environment.
Thus – in reference to rights and responsibilities, equitable access to
creating ontology – then epistemology – then methodology – then
action!
Cheers
Susan
On 8/05/10 9:55 AM, "ernie
stringer" <[log in to unmask]">[log in to unmask]>
wrote:
Brian,
For most people I work with the
"participatory" term is redundant as it is assumed that the process must be
participatory or it is not action research. Having said that, there have
always been people who see action research as something they can do "on"
people, rather than "with" people. However, if you wish to make sure that
people are clear about your position then you should certainly adhere to the
PAR label. In some circles PAR is also seen as taking a particularly
activist approach to inquiry. This comes from its history in South America
where Fals Borda has been a leading exponent of PAR.
Ernie
Date: Fri, 7 May 2010 15:13:07 +0000
From: [log in to unmask]">[log in to unmask]
Subject: Re:
Education and Learning Virtual Networking Stream for ALARA's 8th World
Congress
To: [log in to unmask]">[log in to unmask]
Correct
me if I am wrong..But I take PAR to be an AR when done in
participation/collaboration with someone ...
what do you do
when the problem is your own....and no one to share with?!? when it is a
question 'How do I improve what I am doing?' ....I agree that with Winter's
point concerning 'Collaborative Resource'. In that everybody involved
has a voice. Like my work with the village children and their
teachers..it is democratic and we work together..
but the problem is mine
How do I improve ..it concerns the contradiction I see .. my educational
values not being lived fully as they could....
I believe it
is AR and not PAR.
Swaroop
Date: Fri, 7 May 2010 12:45:50 +0000
From: [log in to unmask]">[log in to unmask]
Subject: Re:
Education and Learning Virtual Networking Stream for ALARA's 8th World
Congress
To: [log in to unmask]">[log in to unmask]
Ernie,
I
agree that we all want things to get done. However, do we emphasize product
or process.
Maybe we should do both.
I believe that investing
in participation is likely to be more sustainable than simple action.
From the Chinese proverb "Give me a fish and I will eat one day, teach
me how to fish and I will always eat."
I have worked with
disaffected young people in New York for fifteen years. One way I was
able to help some of them was by inviting them into finding solutions
to their problems.
Best,
Nathalis
-----
Original Message -----
From: Ernie Stringer
Date: Friday, May 7, 2010
4:31 am
Subject: Re: Education and Learning Virtual Networking Stream for
ALARA's 8th World Congress
To: [log in to unmask]">[log in to unmask]
>
> Nathalis,
>
>
>
> Its not only
capitalists that want to get things done. Today I
> met with a
community group very concerned about the effect of
> drugs on the
youth of their community, and they were very
> insistant on the need
to get things done. Action research
> processes provide them with one
way of doing this.
>
>
>
> Regards,
>
>
>
> Ernie
>
>
>
> Date:
Fri, 7 May 2010 02:30:37 +0000
> From: [log in to unmask]">[log in to unmask]
> Subject: Re:
Education and Learning Virtual Networking Stream
> for ALARA's 8th
World Congress
> To: [log in to unmask]">[log in to unmask]
>
> Susan, Margaret, Ernie,
>
> You are right on the
money. I never studied AR in college. I
> read a book by Fals Orlando
Borda and Anisur Rahman that had a
> profound impact on me. The
terminology was participatory
> action research. It is later that I
introduced myself to
> action research. Familiarizing myself with AR,
I came to
> realize that it is being done in countries where the cult
of
> efficiency is still the norm. Capitalism is about getting
> things done.
>
> AR as a tool of the capitalistic
economy structure cannot be
> ignored. We have to be very careful
that we do not use
> knowledge that oppresses us. Marja Swantz and
Budd Hall who
> worked in Tanzania and coined the term participatory
research
> worked in communities where people embraced participation
as
> the way to move toward action.
>
> Swantz and Hall
works speak to me being from the Democratic
> Republic of Congo. We
talk about African socialism. You are
> probably aware of the Bantu
proverb that says "It takes a
> village to raise a child."
>
> Fals Borda was asked to define Participatory Action Research.
> He says it is action research that incorporates participation
> and it is participatory research that leads to action.
>
> Best,
>
> Nathalis
>
> ----- Original
Message -----
> From: Susan Goff
> Date: Thursday, May 6, 2010
8:25 pm
> Subject: Re: Education and Learning Virtual Networking
Stream
> for ALARA's 8th World Congress
> To: [log in to unmask]">[log in to unmask]
>
> > This would make for a very rich and encouraging map – and also
> > lead us to
> > that perennial question of what
constitutes “AR” - and within
> > that difficult
> >
place of ambiguity versus/within orthodoxy.
> >
> > We
may also encounter the tensions between the industrialised
>
world’s> managerial use of AL (as in Revans, and IMCs) and the
>
so called
> > developingworld use of AL for emancipatory interests
which can
> > sometimes see
> > industrialisation as the
primary cause of their oppression...
> >
> > Always worth
revisiting...
> > Maps are such useful artefacts
> >
> > Susan
> >
> >
> >
> >
On 7/05/10 10:15 AM, "ernie stringer"
> > wrote:
> >
> > > One of the issues we face here is that AR is really a
family
> > of related
> > > approaches--participatory
action research, action inquiry,
> > action science,
> >
> etc. that often are included under AR as a generic heading.
> I
> > think we should
> > > be open to including all
parts of the family, using AR as
> the
> > generic
term.
> > > Those who would like to differentiate particular
approaches
> > might choose to be
> > > included in
the generic map, but have a link that takes
> people to
> >
> organizations with their particular flavour.
> > >
>
> > Ernie
> > >
> > >
> > >
Date: Fri, 7 May 2010 10:06:45 +1000
> > > From: [log in to unmask]">[log in to unmask]
>
> > Subject: Re: Education and Learning Virtual Networking
>
Stream
> > for ALARA's 8th
> > > World
Congress
> > > To: [log in to unmask]">[log in to unmask]
>
> >
> > > Re: Education and Learning Virtual Networking
Stream for
> > ALARA's 8th World
> > > Congress Hello
Margaret and everyone
> > > I have forwarded this link onto our
ALARA members to see if
> we
> > can add some
> >
> flags to the map.
> > > We know that there are activities
in South Africa, NZ,
> > Singapore and India for
> > >
example – but need to confirm with our academic members.
> > >
> > > Coming from an ALARA point of view, I am interested to
know
> > views of members
> > > of this network about
Action Learning?
> > > In my experience, within ALARA there are
divergences of opinion:
> > > That AL is the same as AR
>
> > That AL is a core capability of AR but not the same
> >
>
> > > Any thoughts?
> > > And should we add AL
centres to the map?
> > > Susan
> > >
> >
>
> > >
> > > On 6/05/10 3:03 PM, "Margaret
Riel"
> > > > wrote:
> > >
> >
>> Hi all,
> > >>
> > >> While I know
that is not a solution to the problems that we
> > are framing,
one
> > >> of the things we can do is show how many centers
or
> > university there are
> > >> where action
research is taking place. As part of the Amer.
> > Ed.
Research
> > >> Assoc Sp Interest Group in Action research,
(mouthful!) we
> > have created a map
> > >> of the
Action Research Worl
> > >>
> > world-map>
d.
> > >> It is a visual representation and as such might be
one step
> > in building our
> > >> community as
there is power in numbers. And it gives
> > newcomers a map
to
> > >> begin searching for action research that is related
to
> their work.
> > >>
> > >>
Margaret
> > >>
> > >> On Wed, May 5, 2010 at
5:14 PM, Susan Goff
> > > > wrote:
> > >>>
Hello Marian
> > >>> In my own practice, yes - I have this
experience too. Much
> > of my PAR work
> > >>>
has been involved with establishing a dialectic between
> lay
> > and professional
> > >>> knowledge around a
specific issue related to social and
> > environmental>>>
sustainability (I work to a social ecology
> > framework in areas
such as DV,
> > >>> early intervention, crime prevention,
catchment management
> > and stormwater
> > >>>
education for example). In most cases the lay participants
> > are
drawn from
> > >>> those who experience marginalisation in
the mainstream,
> and
> > I have always
> >
>>> found that sharing theories of practice and supporting
>
their
> > practice>>> development so they become PAR
facilitators, is
> > entirely understandable and
> >
>>> aligned with them. In many instances I think this is
>
because
> > the so called
> > >>> marginalised
have not been "successful" in formal
> education,
> > and
while they
> > >>> suffer in terms of losing the rewards
of such education
> that
> > the mainstream
> >
>>> economy and culture offers, in some ways they escape
>
> unscathed from the
> > >>> brutalisation for formal
education, grounded as it remains
> > in positivist
> >
>>> assumptions, passive learning, and competitive notions of
> > knowledge. We work
> > >>> through the
language of philosophies of science such as
> >
epistemology,>>> ontology, and then the windows open onto the
> > deep understanding of how the
> > >>> world
ticks. Their activism is generally powerful as what
> > the
suspected is
> > >>> realised to be true (my experience
too) and PAR practice
> > offers a way to
> >
>>> fundamentally change the assumptions of power in what
>
> knowledge is (its
> > >>> architecture), what it
contains (information) and how it
> is
> > used
(for
> > >>> ongoing oppression and exploitation or
otherwise).
> > >>> Working with academically trained
professionals, on the
> > other hand, has
> >
>>> often been about addressing the barrier of accredited
>
> knowledge and
> > >>> expertism which is so firmly
tied to the unconsciously
> held
> >
objectivist>>> ontology, which when we offer alternative
>
> ontologies and epistemologies is
> > >>> often met
with derision and other forms of alienation.
> Much
> > of
my life has
> > >>> been about working my practice into
these very difficult
> > relational spaces,
> >
>>> to try to hold to the simple concept that the kind of
>
> knowledge we create
> > >>> and believe has such a
profound effect on the world in
> which
> > we live
---
> > >>> further, that our global crisis regarding
social and ecological
> > >>> sustainability is a direct
consequence of ontology and
> > epistemology.>>> I
believe that it is a human right for
> everyone
> > to have
a voice about
> > >>> ontology - and in PAR approaches, we
can create
> environment
> > for this to
> >
>>> happen.
> > >>> But, also as my note says -
working in the spaces between
> > the disciplines is
> >
>>> a very hard space to find as most commissions are already
> > embedded in
> > >>> disciplinary structures
replicated in managerial and
> policy
> >
structures>>> (silos) - so for underfunded and rare PAR
>
projects
> > to get in there, then
> > >>> take
several steps backwards - not only revealing
> > assumptions, but
also
> > >>> introducing the utter irrelevance of
philosophy - before
> we
> > can move
> >
>>> forwards makes it very, very challenging work!
> >
>>>
> > >>> I welcome your practice reflections
on how you are as
> > living theorist in
> > >>>
this space... If we have the time, could we raise some
> case
> > reflections>>> perhaps - some theories in the sense
of Bohm's
> > use of the word - "a view" of
> >
>>> what we do as living theorists in the spaces between
>
> ontologies of certainty
> > >>> and
possibility?
> > >>>
> > >>>
Susan
> > >>>
> > >>>
> >
>>> On 6/05/10 2:00 AM, "Marian Naidoo"
> > >>>
> wrote:
> > >>>
> > >>>> >
Dear Susan and all,
> > >>>> >
> >
>>>> > I have been following the conversations over the past
> > couple of months
> > >>>> > with great
interest and have wanted to respond on many
> > occasions
but
> > >>>> > time and work pressures have
prevented me making a
> > contribution. It
> >
>>>> > is the content of my/our current work that has
prompted
> > me to make
> > >>>> > space
and make a contribution as so much of what you
> talk
> >
about Susan
> > >>>> > is reflected in our
experience at the moment. We are
> > undertaking an
> >
>>>> > evaluation of the impact of Ladder to the Moon (a
> theatre
> > company) on
> > >>>>
> both the staff development and improved quality of life
> >
of people
> > >>>> > living with dementia in care
homes. Shaun and I are
> both
> > Living>>>>
> Theory Action Researchers and we are undertaking
> > the
evaluation in
> > >>>> > partnership with a
researcher from The London School of
> > Economics -
> >
>>>> > you may imagine that this partnership of opposites
will
> > create some
> > >>>> >
difficulty. In fact the opposite is true - where we are
> >
experiencing>>>> > challenges is in the expectations of the
> > Commissioners and providers
> > >>>> >
of Services mainly in their search for absolutes - even
> > in
the
> > >>>> > proposal ! Much of our time has been
spent (and is
> still
> > being spent)
> >
>>>> > on dealing with this paradox and managing expectations
> in
> > this context
> > >>>> > is
a struggle - but one which we are confident we will
> > achieve as
we
> > >>>> > strive to pursue our both and
approach.
> > >>>> >
> > >>>>
> Love to all,
> > >>>> >
> >
>>>> >
> > >>>> > Marian
> >
>>>> >
> > >>>> > Dr Marian Naidoo
FRSA
> > >>>> > Naidoo & Associates
> >
>>>> >
> > >>>> > Visiting Research
Fellow
> > >>>> > University of Bath
> >
>>>> > Mob: 07810822820
> > >>>> >
Tel: 01666 840991
> > >>>> > Fax: 01666
841463
> > >>>> > [log in to unmask]">[log in to unmask]
> >
>>>> >
> > >>>> >
> >
>>>> >
> > >>>> >
> >
>>>> >
> > >>>> >
> >
>>>> >
> > >>>> >
> >
>>>> > On 5 May 2010, at 16:34, Jack Whitehead wrote:
>
> >>>> >
> > >>>>> >> Begin
forwarded message:
> > >>>>> >>
> >
>>>>> >> From: Susan Goff
> >
>>>>> >
> > >>>>> >> Date: 5
May 2010 01:32:19 GMT+01:00
> > >>>>> >> To:
Jack Whitehead
> > >>>>> >,
> >
>
> > >>>>> >> Subject: Re: Strengthening
action research networks
> > >>>>> >>
>
> >>>>> >>
> > >>>>>
>> Hello Jack and everyone
> > >>>>> >>
And thank you so very much for keeping this
> discussion
>
> flowing. I
> > >>>>> >> greatly look
forward to the significant contributions
> > this network
>
> >>>>> >> is making being heard across the many
streams that
> the
> > Congress is
> >
>>>>> >> “pooling”.
> > >>>>>
>>
> > >>>>> >> From ALARA’s point of
view, we are aware that the
> > fields of action
> >
>>>>> >> learning and action research are widely used
across
> the
> > world, and
> >
>>>>> >> have for decades been hybridising to fit
disciplines
> > (like adaptive
> > >>>>>
>> management in environmental management environments),
> >
cultures (like
> > >>>>> >> “yarning” to work
with Aboriginal and Torres Strait
> > Islander ways of
>
> >>>>> >> knowing), and sectors (like continuous
improvement
> > process to work
> > >>>>>
>> with corporate systems and values).
> >
>>>>> >>
> > >>>>> >>
There are a few problems that this inevitable
> situation
>
> creates,>>>>> >> which may be good practice
development
> material
> > for this network to
> >
>>>>> >> contribute to, particularly with the living
theory
> > construct in our
> > >>>>>
>> hearts, minds and hands.
> > >>>>>
>>
> > >>>>> >> First, often in these
adaptations, the founding
> > theories, wisdoms
> >
>>>>> >> and strengths (like Revan’s Action Learning
Set
> > practice, Agyris and
> > >>>>>
>> Schon’s action science etc) are lost to obscurity and
> >
with them the
> > >>>>> >> link to action
learning and action research.
> > >>>>>
>>
> > >>>>> >> For example, a colleague
raised the relationship
> > between adaptive
> >
>>>>> >> management and action research in an
environmental
> > educators network
> >
>>>>> >> the other day – they had never heard of AR and
were
> not very
> > >>>>> >> interested
in the connection. It felt like a social science
> >
>>>>> >> practice which was too far away from an
environmental
> science> >>>>> >>
background.
> > >>>>> >>
> >
>>>>> >> Somehow we need to reach across these
epistemological
> > and sectoral
> > >>>>>
>> gaps to let people see their connections with the
> >
extraordinary>>>>> >> origins and developments taking
place in
> > AR and AL, developments
> >
>>>>> >> which could so profoundly contribute to the
work they
> > are doing and
> > >>>>>
>> essentially save time (perhaps our shortest resource).
> >
>>>>> >>
> > >>>>> >> How
can living theory contribute to the practices of
> > reaching
across
> > >>>>> >> such gaps to instil good
founding theory and quality
> > hybridisation?>>>>>
>>
> > >>>>> >> Second, as well as
losing the wisdom of theoretical
> > innovation that
> >
>>>>> >> the AR and AL fields develop, there are
psychological and
> > >>>>> >> relational
costs. A cynicism and lethargy can enter
> the
> > fields
(both
> > >>>>> >> in the AR and AL fields,
and the fields of
> > “application”) as the
> >
>>>>> >> distinguishing characteristics are smoothed
away in
> the
> > inability to
> >
>>>>> >> address the cultural challenges of keeping
good
> theory
> > evident in
> >
>>>>> >> practice environments. The temptation is to
revert to
> simple,> >>>>> >> pragmatic tools
– and language - in a belief
> that
> > theory is only
for
> > >>>>> >> academics and not related to
practical realities. But
> > tools tend to
> >
>>>>> >> kill off the creativity of thought that theory
generates.
> > >>>>> >>
> >
>>>>> >> An example of this cynicism can be found in
our
> > Australian education
> > >>>>>
>> sectors. One of our tertiary education sectors, the
> >
Vocational>>>>> >> Education and Training sector (VET)
uses
> > learning from experience as
> >
>>>>> >> its primary mode of education, however “Action
> > Learning” is buried
> > >>>>> >>
in diploma level management certificates and then,
> only
>
> as one
> > >>>>> >> performance criteria
for a whole page of about 30
> such
> > criteria
for
> > >>>>> >> the one aspect of the
qualification. And, the actual
> > form of Action
> >
>>>>> >> Learning is not specified.
> >
>>>>> >>
> > >>>>> >> In
this sector as well as the academic tertiary
> > education sector
(I
> > >>>>> >> work and study in both) the
idea of action learning
> is
> > embedded in
> >
>>>>> >> the pedagogy but teachers are rarely trained
in it,
> and
> > its explicit
> >
>>>>> >> use is considered only relevant to higher
tertiary
> education> >>>>> >> students such
as diploma or post graduate
> level. If
> > learning is
seen
> > >>>>> >> as a human right, this
reification of AR and AL is
> just
> >
wrong.>>>>> >>
> > >>>>>
>> How can living theory change this misconstruction of
> AL
> > and AR when
> > >>>>> >> they
become systemised (trapped in the development
> > state they
were
> > >>>>> >> in when they were
systemised, vulnerable to
> hierarchies
> > of access)
–
> > >>>>> >> so that the innovations in AL
and AR practice can be
> > continually>>>>>
>> incorporated at a systemic level and its
> > explicit
presence enjoyed
> > >>>>> >> by all?
>
> >>>>> >>
> > >>>>>
>> Third, another reaction to the loss of theory within
> >
our AR and AL
> > >>>>> >> field that I have
seen is for theorisers to ghetto
> > ourselves into a
> >
>>>>> >> kind of specialisation, even though we preach
> democracy
> > with generic
> >
>>>>> >> practices – we become specialists of
non-
> specialisation
> > – a problem
> >
>>>>> >> I have been trying to get my head around for
years!
> > What I have seen
> > >>>>>
>> develop is a rift between those who focus on AR and
> AL
> > theory and
> > >>>>> >> those
who focus on the community or organisational
> >
development>>>>> >> outcomes that such theory can
create. In
> > reality we are deeply
> >
>>>>> >> complementary (perhaps even co-dependent) in
our
> preferences.> >>>>> >>
> >
>>>>> >> How can living theory help us to relate more
> > effectively with each
> > >>>>>
>> other within our AR and AL streams of variation?
> >
>>>>> >>
> > >>>>> >> The
systemic costs of loss of theory and resulting
> > losses
to
> > >>>>> >> language and relationship need
to be appreciated for
> > these questions
> >
>>>>> >> to be seen: loss of time in the face of our
global
> > pressures perhaps
> > >>>>>
>> being the most significant.
> > >>>>>
>>
> > >>>>> >> So my hope is that this
strengthening of action
> > research networks
> >
>>>>> >> throughout the world through the significant
> engagement
> > that you,
> >
>>>>> >> the other Chairs of the Congress Streams and
all
> those
> > participating>>>>> >>
in them offer, will help us recognise
> good
> > practice
across our
> > >>>>> >> differences and reach
towards each other with
> > appreciation and
> >
>>>>> >> strength. I hope that we will be able to
find/create
> > the languages
> > >>>>>
>> and the relationships of respect and egalitarian
> >
interest in each
> > >>>>> >> other as this
network has long exemplified in this
> > “third space”, so
>
> >>>>> >> we can join together to bring the great
richness of
> > diversity back
> > >>>>>
>> into broad action research and action learning fields.
> >
>>>>> >>
> > >>>>> >>
With kind regards, appreciation and much respect
> >
>>>>> >>
> > >>>>> >>
Susan Goff
> > >>>>> >> (President,
ALARA).
> > >>>>> >>
> > >>
> > >>
> > >
> > >
> >
> The New Busy think 9 to 5 is a cute idea. Combine multiple
>
> calendars with
> > > Hotmail. Get busy.
> > >
> > 26::T:WLMTAGL:ON:WL:en-US:WM_HMP:042010_5>
> >
> >
>
_________________________________________________________________
>
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