Action Learning for Neighbourhood Improvement -- From Practice to Theory

Autor/inn/en	Rospigliosi, Asher; Bourner, Tom
Titel	Action Learning for Neighbourhood Improvement -- From Practice to Theory
Quelle	In: Action Learning: Research and Practice, 18 (2021) 2, S.136-150 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rospigliosi, Asher)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2021.1930514
Schlagwörter	Problem Solving; Teamwork; Social Change; Social Action; Neighborhood Improvement; Knowledge Level; Community Programs; Program Development; Program Effectiveness; Foreign Countries; Self Management; Workshops; Citizen Participation; United Kingdom + Suchen Sie Ihr Suchwort? Problemlösen; Sozialer Wandel; Soziales Handeln; Wissensbasis; Programmplanung; Ausland; Selbstmanagement; Lernwerkstatt; Schulung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Großbritannien
Abstract	What do people need to learn to engage actively in social action for neighbourhood improvement or development? How important is emergent learning relative to planned learning in this context? Where does first-person knowledge fit into the body of knowledge required for success in bringing about change for the better in neighbourhoods through community-based projects? These are some of the questions raised by the development of a programme of knowledge and skills for active participation in community-based neighbourhood renewal projects. The programme was christened 'Action Learning Together' but was quickly abbreviated to the "ALTogether" programme. It was a programme that blended action learning with self-managed learning, that capitalised on the different knowledge and skills of different participants and that recognised that the knowledge and skills needed for each project were likely to be significantly different from that needed to tackle the projects of other participants on the programme. This paper focuses on the philosophy or theory underpinning the programme and issues raised in a number of areas including the relative weight attached to emergent and planned learning, the blending of action learning with self-managed learning and the applicability of self-managed action learning for social change in contexts like this. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01