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dc.contributor.authorPettit, Jethroen
dc.date.accessioned2016-01-06T17:18:23Z
dc.date.available2016-01-06T17:18:23Z
dc.date.issued05/2012en
dc.identifier.citationPettit, J. (2012) Getting to Grips with Power: Action Learning for Social Change in the UK. IDS Bulletin 43(3): 11-26en
dc.identifier.issn1759-5436en
dc.identifier.urihttps://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/7493
dc.description.abstractThe transformative promises of participatory and action research can lead to a preoccupation with methods and tools, diverting attention from important questions about politics, purpose, facilitation, and the philosophical and pedagogical claims that underlie the use of these methods. Reflecting on two action learning processes with community leaders and voluntary sector workers in England, which combined a series of reflective workshops with periods of practice, this article examines the nature of the learning process, the power and position of the facilitators, and the quality of this experience as a form of participatory or action research. Looking through the lenses of the critical, reflective and experiential learning traditions that underpin participatory and action research, the article asks how these theories and practices can help to explain the process. It also asks how certain assumptions about critical and experiential learning might be problematic and – while making transformative claims – actually close down necessary reflection about power, positionality and the ethical dilemmas and imperfections that arise in all research.en
dc.format.extent16en
dc.publisherBlackwell Publishing Ltden
dc.relation.ispartofseriesIDS Bulletin Vol. 43 Nos. 3en
dc.rights.urihttp://www.ids.ac.uk/files/dmfile/IDSOpenDocsStandardTermsOfUse.pdfen
dc.titleGetting to Grips with Power: Action Learning for Social Change in the UKen
dc.typeArticleen
dc.rights.holder© 2012 The Author. IDS Bulletin © 2012 Institute of Development Studiesen
dc.identifier.doi10.1111/j.1759-5436.2012.00320.xen


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