Learning and the ‘change enterprise’
Inclusion and ambivalences in an educational action research and development project
Bibliographic Data
| ID | 21600712 |
|---|---|
| Authors | Katharina Zangerle (0000-0002-7309-5712, Universität Innsbruck, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 3 |
| Pages | 365-383 |
| Publication date | 2024-05-26 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2023.2203943 |
| OpenAlex | W4378574556 |
| Language | EN |
| Citations received | 2 |
| References cited | 29 |
Educational action research in development projects applies participative methods to include people with diverse backgrounds, experiencing learning collaboratively. In this article, I explore the learning activities, and their outcomes, unfolding in those settings. Based on project documents, 34 interviews with project staff and smallholder farmers, and participant observations for three months in Nepal, I analyse the action research and development project ‘Strengthening Adaptive Farming in Bangladesh, India and Nepal’ (SAF-BIN), and show how inclusive activities allow for critical reflection, individual experience, and dialogue. I find dialectics in this process of adjustment, such as resistant social and cultural arrangements that are activated. The inclusion of specific social groups, for example, goes along with exclusionary dynamics. This case illustrates that inclusion and action research can be conceptualised at least threefold: from a dialectical, institutional, and learning perspective. I conclude that action research in development provides a fruitful basis for learning, allows for legitimacy, and temporarily leads to social change at a micro-level, for better or worse
Action learning · Action research · Cooperative learning · Dialectic · Epistemology · Legitimacy · Participatory action research · Pedagogy · Political science · Social science · Sociology · Teaching method · Adult and Continuing Education Topics · Global Educational Policies and Reforms · Innovative Education and Learning Practices
What Are Institutions?
Sociocultural approaches to learning and development
Globalization and Institutions
World Society and the Proliferation of Formal Organization
Participation in educational contexts and organisations
Women's Property Rights and Gendered Policies
Whose Reality Counts
Unpacking the glocalization of organization
Learning about sustainability and gender through Farmer Field Schools in the Taita Hills, Kenya
Gender analysis and participatory rural appraisal
Investing in Farmers—The Impacts of Farmer Field Schools in Relation to Integrated Pest Management
New Media and the Coproduction of Safety
Critical reflections on participatory action research for rural development in Iran
Social impact and the justification of action research knowledge
How exclusive are inclusive organisations
Grounded theory research
Toward a Theory of Social Practices
The Worldwide Expansion of 'Organization
World Society, Institutional Theories, and the Actor
| Citations per year | 1 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |