ABSTRACT Action learning within community-based research is a powerful capacitator of social action. Here, we consider three aspects of action learning that are vital to enable this: (i) developing self-directed and lifelong action learning; (ii) generating local and theoretical knowledge through action research and reflection on learning; and (iii) identifying the key principles and processes of action learning as an integrated concept within the participatory action learning and action research (PALAR) paradigm. We argue that action learning has to be developed in a systematic, educational way to enable people to take responsibility for improving their life circumstances. Examples from university partnerships with communities in South Africa and Australia demonstrate how action learning, within a PALAR process, can inspire and enable individuals and whole communities to learn and develop skills, attitudes, values, and understandings to engage in social action most effective for their particular needs and contexts. In this way, people become self-directed learners, creators of knowledge and activists able to challenge and disrupt dominant power relationships and traditional ways of conducting research. These case examples illustrate how action learning, as part of a PALAR process, enables the university to partner with community for social action towards a more just society.

中文翻译：

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行动学习在基于社区的社会行动研究中的变革潜力

摘要 基于社区的研究中的行动学习是社会行动的强大推动力。在这里，我们考虑了对实现这一目标至关重要的行动学习的三个方面：(i) 发展自我导向的终身行动学习；(ii) 通过行动研究和对学习的反思，产生本地和理论知识；(iii) 将行动学习的关键原则和过程确定为参与式行动学习和行动研究 (PALAR) 范式中的一个综合概念。我们认为，行动学习必须以系统的、有教育意义的方式发展，以使人们能够承担起改善生活环境的责任。大学与南非和澳大利亚社区合作的例子展示了行动学习如何在 PALAR 过程中，可以激励和使个人和整个社区学习和发展技能、态度、价值观和理解，以最有效地参与对其特定需求和环境最有效的社会行动。通过这种方式，人们成为自主学习者、知识创造者和积极分子，能够挑战和破坏主导权力关系和传统的研究方式。这些案例说明了行动学习如何作为 PALAR 流程的一部分，使大学能够与社区合作开展社会行动，以实现更公正的社会。知识的创造者和活动家，能够挑战和破坏主导权力关系和传统的研究方式。这些案例说明了行动学习如何作为 PALAR 流程的一部分，使大学能够与社区合作开展社会行动，以实现更公正的社会。知识的创造者和积极分子能够挑战和破坏主导权力关系和传统的研究方式。这些案例说明了行动学习如何作为 PALAR 流程的一部分，使大学能够与社区合作开展社会行动，以实现更公正的社会。