----- Original Message -----
Sent: Monday, May 10, 2010 3:56 AM
Subject: Re: Education and Learning
Virtual Networking Stream for ALARA's 8th World Congress
.. And as I see it, non-participatory is not to see
this, not to do the reworking of self with other that enables natural
co-creativity to have presence and be recognised...
Like, for example, my
daughters friends, who continue to leave hot taps running lights burning
throughout the night, because they have heard of climate change (these are
educated, middle class mid 20’s girls) but don’t want to learn anything about
it because to do so will mean they have to make a choice about changing their
life style. Ignorance is bliss on the slim hope that nothing will change.
While there is some participation in choosing denial, there is no
participation from that point on, in that the action that is taking place is
unquestioning, resisting of learning and change, and denying of the more than
self/ more than human connectivity that you point to.
S
On
8/05/10 6:20 PM, "Alan Rayner (BU)" <[log in to unmask]">[log in to unmask]>
wrote:
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 -----
From: Susan Goff <mailto:[log in to unmask]>
To: [log in to unmask]">[log in to unmask]
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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