O. Zuber-Skerritt

Professional Learning in Higher Education and Communities: Towards a New Vision for Action Research O. Zuber-Skerritt

Marc Notes: This book challenges the current thrust of neoliberalism and economic managerialism by unfolding a new vision of participatory action learning and action research (PALAR) as a philosophy, methodology, and theory of learning and the facilitation process. The focus is on professional learning conceived as being participatory, collaborative, holistic and transformative, particularly through critical reflection and an affective-socio-cognitive approach. In a unique new approach, Professional Learning in Higher Education and Communities adopts a novel integration of social science with neuroscience to explain the processes and significance of PALAR. This provides the basis for justifying PALAR as an effective way to collaboratively achieve positive change, sustainable development and social justice, based on human agency and democratic values, for the common good and thus a better world for all. This book itself is testament to the critical reflection and affective-socio-cognitive approach that it advocates--; Provided by publisher. Biographical Note: Ortrun Zuber-Skerritt is Extraordinary Professor at North-West University, South Africa. Her previous books include Lifelong Action Learning for Community Development (2013) with Richard Teare, and Action Research for Sustainable Development in a Turbulent World (2012). Margaret Fletcher has worked as an educator and researcher for 40 years in private, state and tertiary systems in Australia, South Africa and the South Pacific. Judith Kearney is Director of Community Partnerships at the School of Education and Professional Studies, Griffith University, Australia. Table of Contents: PART I: PROFESSIONAL LEARNING THROUGH CRITICAL REFLECTION1. Conceptual Framework2. Professional Learning3. Critical Reflection4. Action ResearchPART II: CASE STUDIES IN HIGHER EDUCATION AND COMMUNITIES5. Professional Learning with Academics: Case Studies from South Africa6. Professional Learning with Community Leaders: Case Studies from Six African Countries7. Professional Learning through University-Community Partnerships in AustraliaPART III: IMPLICATIONS AND CONCLUSIONS8. Professional Learning through an Action Research Thesis9. Conclusions and Critical ReflectionsReview Quotes: "It is rare to find such an exceptional contribution to knowledge and change as this new book by leading world scholars on action research and professional learning." - Professor Jonathan Jansen, Vice-Chancellor, University of the Free State, South Africa "This thought-provoking book provides a treasure trove even for experienced readers in the field." - Emeritus Professor Stephan Laske, University of Innsbruck, Austria "The richness of this book is that it seeks to influence higher education by bringing together a conceptual framework that integrates developments in neuroscience, critical thinking and reflection, action research and professional learning and which is applied to real life cases." - Dr David Coghlan, Associate Professor, Trinity College, Dublin, Ireland "This new book offers a provocative and expansive look at its focus, the use of action learning and action research in the professional learning of people in a range of contexts. The authors have solid practical and research experience in diverse countries, which they bring to bear on the topic." - Dr Pip Bruce Ferguson, Teaching Development Unit, University of Waikato, Hamilton, New Zealand "The authors pitch PALAR as an all-encompassing way of learning, researching and living in both professional and informal contexts. Drawing on their extensive experience as facilitators of organisational, professional and community development, they offer easy-to-understand explanations of very complex philosophical issues." -Professor Lesley Wood, North West University, South Africa "This work provides an important response to calls to simplify educational research by forcing complex and challenging questions into ever more narrow methodological channels when what is required is the kind of expansive and creative questions and responses suggested here." - Professor Mary Brydon-Miller, Director, Action Research Centre, Educational Studies and Urban Educational Leadership, University of Cincinnati, USA "This book is not a quick read. It is enlightening and provocative. And for the scholar-practitioner of action research it draws together disparate ideas, concepts and methodological activity into a comprehensive framework that will deepen understanding and enhance praxis." -Dr Wendy Rowe, Associate Professor, School of Leadership Studies, Royal Roads University, Canada "The book provides a tantalising treat for anyone facilitating, or engaged in, professional learning, community capacity building or organisational development." -Dr Ron Passfield, Adjunct Professor, Australian Institute of Business (AIB), Adelaide, Australia "As an advocate of lifelong learning for all, I warmly endorse this thought-provoking book." - Dr Richard Teare, Co-Founder and President, Global University for Lifelong Learning "This new book on Action Research for professional learning pushes the boundaries of models and applications of Action Research in a variety of contexts and countries." - Pip Bruce Ferguson, "Educational Journal of Living Theories"Publisher Marketing: This book challenges the current thrust of neoliberalism and economic managerialism by unfolding a new vision of participatory action learning and action research (PALAR) as a philosophy, methodology, and theory of learning and the facilitation process. The focus is on professional learning conceived as being participatory, collaborative, holistic and transformative, particularly through critical reflection and an affective-socio-cognitive approach. In a unique new approach, Professional Learning in Higher Education and Communities adopts a novel integration of social science with neuroscience to explain the processes and significance of PALAR. This provides the basis for justifying PALAR as an effective way to collaboratively achieve positive change, sustainable development and social justice, based on human agency and democratic values, for the common good and thus a better world for all. This book itself is testament to the critical reflection and affective-socio-cognitive approach that it advocates.

Contributor Bio:  Zuber-Skerritt, Ortrun Zuber-Skerritt is Adjunct Professor both in the Faculty of Education at Griffith University and in the Institute for Workplace Research, Learning and Development at Southern Cross University, Australia.