Participatory and appreciative action and reflection (PAAR) - democratizing reflective practices

Ghaye, Tony; Melander‐Wikman, Anita; Kisare, Mosi; Chambers, Philip; Bergmark, Ulrika; Kostenius, Catrine; Lillyman, Sue

doi:10.1080/14623940802475827

Cited by 149 publications

(141 citation statements)

References 61 publications

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“…If an organisation, a department or individuals do not wish to be involved in a critical and possibly painful process of reflection, action research may not be an adequate approach. The use of participatory and appreciative action research as a method for enabling a reflective learning organisation is not unproblematic because this supposed to be an organisational process for stimulating change (Bergmark, 2009;Cooperrider, 2000;Ghaye, et al, 2008). Existing routines can be perceived in new ways, using new knowledge.…”

Section: Research -Methodsmentioning

confidence: 99%

World cafes and dialog seminars as processes for reflective learning in organisations

Thunberg

2011

Reflective Practice

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Abstract:The article, in a comparative analysis of municipal and banking organisations, examines how dialogs, inspired by the World Cafe approach can contribute to developing reflective and organisational learning. Participatory and appreciative action and reflection (PAAR) helps people to understand their circumstances with a view to changing them for the better. This creates opportunities to develop employee communication and shared understanding.Continuous support for a dialogic process of this sort needs tolerance. World cafe can have a long-term and sustainable effect. Reflective learning involves thinking critically about one's situation and "is identified with a potential for change, as it questions key variables instead of just accepting and repeating a given body of knowledge". The basis for the comparative analysis was dialog seminars and an analysis of cafe dialogs. It is important to gain full support for cafe dialogs from an organisation's senior management before expanding them to the whole organisation. Reflective learning is a more complex phenomenon than formerly assumed because the conscious or unconscious participation of senior management can significantly influence reflective learning processes. If increased integrity and mutual respect is attained through dialog it is worth asking how this can also be further developed in different organisations.

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Section: Research -Methodsmentioning

confidence: 99%

World cafes and dialog seminars as processes for reflective learning in organisations

Thunberg

2011

Reflective Practice

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“…The evaluation supported the creation, discussion and reflection of positive stories, its "appreciative gaze" (Ghaye et al 2008, Reed 2007) turned the focus to the things that worked and countered the effects of performativity (Ball 2008). Rather than focussing on the problems and the associated feeling of inadequacy, the youth workers were able to see the positive nature of their work and feel good about that, leading to an enhanced sense of professional self.…”

Section: Discussing Why a Story Should Go Through And Why It Shouldn"mentioning

confidence: 99%

Transformative evaluation: organisational learning through participative practice

Cooper

2014

The Learning Organization

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Purpose – This research paper presents an innovative evaluation methodology which was developed as part of a doctoral research study in a voluntary sector youth organisation in England. Design/methodology/approach – The transformative methodology synthesises aspects of appreciative inquiry, participatory evaluation and transformative learning and engages the whole organisation in evaluating impact. Using an interpretive paradigm, data were collected from youth workers via semi-structured interviews prior and post implementation of the transformative evaluation methodology. Findings – Drawing on thematic analysis of the youth workers' experiences, it is argued that the illuminative and transformative nature of the methodology enabled the learning and development functions of evaluation to be realised. Further, it is argued that this form of evaluation not only supports the collection of evidence to demonstrate impact externally, but that the process itself has the potential to enhance practice, improve outcomes “in the moment” and promotes organisational learning. Research limitations/implications – The research findings are limited by the small-scale nature of the project. Further research is needed to investigate the supporting and enabling factors that underpin participatory practices in organisation evaluation; and in particular to investigate the experience of the managers and trustees as these were not the focus of this research. Originality/value – This article makes a significant contribution to knowledge in regard to the design and use of participatory evaluation. It evidences the benefits in relation to generating practice improvements and for practitioners themselves in terms of countering the negatives effects of performativity. Transformative evaluation offers an innovative structure and process through which organisational learning can be realised.

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“…Schön (1991) has described reflection as problemsolving for the purpose of gaining insights into a problem and developing a plan of action to resolve it. Reflection is a mechanism for improving practice and involves framing and re-framing a problem according to one's values (e.g., improving student outcomes, Ghaye et al, 2008).…”

Section: Reflection In Teacher Education Programsmentioning

confidence: 99%

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

Duquette

Dabrowski²

2016

mje

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The purpose of this study was to explore the experiences of four preservice teachers who used classroom inquiry and reflection to solve problems when implementing differentiated instruction in elementary classrooms during a practicum. Data from classroom observations, individual reflections, and discussions with a teacher educator were analyzed inductively. The findings show that the preservice teachers were able to describe their situations and reflect individually and collaboratively to analyze and resolve problems related to instruction, discipline, and student learning. The results extend our understanding of how teacher educators, mentors, or instructional coaches may provide preservice teachers with individualized support that can facilitate inquiry and reflection during their practica.L’objectif de ce projet de recherche était d’étudier l’expérience vécue par quatre futurs enseignants en contexte de stage. Ceux-ci ont utilisé une approche basée sur l’expérimentation et la réflexion pour résoudre des problématiques rencontrées lors de la mise en oeuvre de pratiques de différenciation. Pour ce faire, les auteurs ont effectué une analyse inductive des données recueillies lors d’observations en classe et suite à des réflexions individuelles et des discussions réalisées avec un formateur de maîtres. Les résultats démontrent que les futurs enseignants sont en mesure de décrire leur situation et de réfléchir, individuellement ou en mode collaboratif, pour analyser et trouver des solutions aux problèmes liés à l’enseignement, la discipline et l’apprentissage des élèves. Ces résultats approfondissent notre compréhension de la manière dont les formateurs, les mentors et les conseillers pédagogiques peuvent prodiguer un soutien individualisé aux futurs enseignants, facilitant l’expérimentation et la réflexion en cours de stage

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Participatory and appreciative action and reflection (PAAR) - democratizing reflective practices

Cited by 149 publications

References 61 publications

World cafes and dialog seminars as processes for reflective learning in organisations

World cafes and dialog seminars as processes for reflective learning in organisations

Transformative evaluation: organisational learning through participative practice

A Study of Classroom Inquiry and Reflection Among Preservice Teachers Candidates

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