Year: 1997
Type: article
Abstract: This article draws on the work of a collaborative project involving six research centres in four countries funded by the European Commission. The project explored participatory action research (PAR) as a strategy for turning the aspiration of a ‘learning organisation’ into a reality. The key question was whether PAR can enable individuals, regardless of their formal position in the hierarchy, to understand their own power and make a conscious contribution to organisational development. The article presents theoretical understandings developed in the course of the research. The concept of multiple overlapping selves is used to explore the complexity of roles and relationships. The authors argue that this concept deepens our understanding of management processes. Individuals who continually position themselves in multiple roles and contexts need the kind of knowledge that Aristotle calls ‘nous’ (as distinguished from what he calls ‘judgment and opinion’) in order to contribute effectively to organisational change. Participatory action research is an effective strategy for developing this kind of knowledge; it also enables individuals to develop professionally through contributing to organisational change. The article suggests some practical approaches to PAR. It ends by pointing out possible weaknesses of this approach.
Source: Educational Action Research
Authors: Bridget Somekh, Michaela Thaler
Institutions: University of Huddersfield, Universität Innsbruck
Language: English
Domain: Social Sciences
Open Access status: bronze
OpenAlex ID: W2056895591