ALARA Monograph 1 Actioning Change and Lifelong Learning in Community Development

Kearney, Judith

ISBN 10: 0648758605 / ISBN 13: 9780648758600

Editore: Action Learning, Action Research Association 2020-01, 2020

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Codice articolo 6666-IUK-9780648758600

Dati bibliografici

• Titolo: ALARA Monograph 1 Actioning Change and Lifelong Learning in Community Development
• Editore: Action Learning, Action Research Association 2020-01
• Data di pubblicazione: 2020
• Lingua: Inglese
• ISBN 10: 0648758605
• ISBN 13: 9780648758600
• Rilegatura: PF
• Condizione: New

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Riassunto

Abstract
This paper presents the key principles and processes of transformational lifelong
learning and positive change in a community development program with a Samoan
community in Australia. The paper takes a qualitative approach to community
development using participatory action learning and action research.

Our inquiry shows that while the Samoan community is a disadvantaged migrant
group in Australia, collaborative community partnerships can help to address
disadvantage in level of education and consequently in employment within the
community. Participatory action learning and action research are powerful
methodologies for achieving quality learning at the personal, professional, team and
community levels. These methodologies are particularly relevant when working with
Pacific communities as they align with practices that are culturally appropriate to
these communities.

The community development program entailed a low-cost, pragmatic, supportive and
self-sustaining approach to education through an enabling framework designed by the
Global University for Lifelong Learning (GULL). Although the framework was
designed mainly for communities in developing countries, it proved to be an effective
system for promoting lifelong learning and positive change in a disadvantaged
community in a ‘developed’ country.

The research and development discussed in this paper therefore have implications for
other disadvantaged communities. In Australasia, these include refugees and
Indigenous groups. However the insights gained through this study may be useful for
community development in disadvantaged communities in any national context, in
both ‘developing’ and ‘developed’ countries.

We present findings in new models that enhance understanding of the key principles
and processes involved in lifelong learning and positive change through a community
development program. The models clarify the utility of these principles and processes
for application wherever disadvantaged communities need a low-cost, self-sustaining
approach to education as an enabling vehicle to address disadvantage.