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ERIC Number: EJ815321
Record Type: Journal
Publication Date: 2007-Sep
Pages: 19
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1476-7333
Writing It down--Writing It out--Writing It up: Researching Our Practice through Action Learning
Mann, Pete; Clarke, Davina M.
Action Learning: Research and Practice, v4 n2 p153-171 Sep 2007
What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to "the relationship with their research," does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader...? This paper addresses these kinds of queries from the standpoint of "scholarly practice," the research undertaken by mature managers and professionals who account in text for initiating and sustaining change within their complex contexts of work. Through exploring a variety of learning frames, the authors identify the distinctive opportunities and challenges in practice-led enquiry, and raise implications critically for the researching professional as well as for their "enablers"--the academic supervisors or fellow action-learning set members--who support and challenge the efforts of scholarly practitioners to make sense of and explicate their action. Revans's praxeology of action-based learning (systems alpha, beta and gamma) is extended as a research analogue for practice-led knowing. Ontological, methodological and epistemological perspectives are progressively deployed to examine critically the essentially reflexive nature of scholarly practice. The authors depict challenges in scholarly practice of establishing focus, incorporating others' thinking alongside one's own and asserting one's own voice. The paper concludes by warning of two ways in which enablers can unwittingly hijack the purpose of practice-led research. (Contains 4 figures.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A