The third edition of the SAGE Handbook of Action Research presents a fully updated version of the bestselling text, including new chapters written by key figures in the field covering emerging areas in healthcare, social work, education and international development, as well as an expanded ‘skills’ section which includes new consultant-relevant materials. Building on the strength of the previous editions, editor Hilary Bradbury has carefully developed the third edition to take a strong international approach to the topic of action research and thus expanding the already-impressive scale and scope of the work. In essence, the third edition follows in the footsteps of the landmark previous editions by mapping the current state of the discipline, as well as looking to the future of the field and exploring the issues at the cutting edge of the action research paradigm today. This volume is an essential resource for scholars and professionals engaged in social and political inquiry, organizational research and education.
Chapter 17: Action Learning
Action learning combines self-development with action for change. The motive to act and learn is both personal and political, based on a critique of how things are and a desire for something better; at the same time part of what is changed is the actor.
Action learning originates with Reginald Revans (1907–2003), who was variously an Olympic athlete, a student of nuclear physics, an educational administrator and a professor of management. Like his contemporary, W. Edwards Deming, Revans was keenly interested in the improvement of human systems for the benefit of those who depend upon them. The philosophy of action learning is based on a fundamental pragmatism about what can and must be done, now; and a deeply humanistic view ...