Cases and Stories of Transformative Action Research: Five Decades of Collaborative Action and Learni

What is transformative action research?About the “experimenting learning community” in which transformative action research has developedFor whom is this book written, and why?What this book aims to doI: Applications Program evaluations Evaluations in community agenciesCase example of some steps in agency-consultant collaboration on program evaluationToward a transformative approach to evaluationEvaluation as the discovery of grounded theoryAn ongoing process of information-gathering and reviewUses of action research in community groupsA focus that can shape organizational “politics”Community needs assessmentsDesigning pilot projects and developing concept papers addressing community needs and problemsChallenges and opportunities in working for significant, multilevel changesCommunity-based think tanks IntroductionA vision for community-based think tanksSample plan for a community-based think tankToward expert knowledge and human development—the curriculum of the “experimenting community” Learning as human development, and as knowledge and skill developmentA curriculum, based on the action-inquiry of collaborative script improvisation, to promote ego development and progressively increasing expert knowledgeThe stages and the developmental transitions and progress—intersections of content and processUsing transformative action-inquiry during the COVID-19 pandemic: Critiquing studies and facing decision-making dilemmas Action-and-inquiry during the COVID-19 pandemicWhat “data” are relevant?Our social responsibility in making decisions in the midst of a large-scale crisis, and the importance of using qualitative as well as quantitative data about the pandemic—a case studyThe role of “qualitative data”Concluding remarksII: Illustrations Intellectual activism and action research—a case study on workplace bullying Introduction to a case study of an intellectual activist using action research in addressing the problem of workplace bullyingFrom David Yamada’s dissertation: Action research and social changeSocial change theory and intellectual activismAdditional resourcesMultifaceted, comprehensive action-oriented research, aimed at preserving and restoring the Omaha culture IntroductionAction research and Grandfather Remembers—by Dennis Hastings and Margery Coffey, Omaha Tribal Historical Research Project, Inc. (OTHRP), July 2009Stories, concepts, and methods of participatory action research—Transforming individuals and groups IntroductionSudia’s stories and insights—of participatory action researchEngaging in dialogue with Salvadoran immigrants living in California and sharing words with Salvadoran educators back home and Oaxacan indigenous communitiesGetting out of the book and into the world: Ways to understand action research Teaching and learning physics as inquiry—Similarities with transformative action research The importance of inquiryCreating learning environments conducive to inquiryConcluding remarks and suggestionsPlans for a school-based project to involve students as teachers, learners, and colleagues of Artificial Intelligence Stories of action research from WISR learners IntroductionWISR alumni and students speak about action researchVignettes—Stories of action research by WISR learners and their reflections on what they didCommentaryAutobiographical analysis of the role of social learning in transformative action-and-inquiry The importance of social learning—learning from and in circumstances, and from and with othersStorytelling and dialogueElicited, visceral reactionsNegative role modelingPositive role modeling—from a “twentieth century woman,” and learning to collaborateEngaging with someone “different” who is willing to listen and discussIntention to seek out circumstances to changeImmersion in the joy of inquiry that mattersThe serendipity of what do I do next?Mentoring to support my finding my own voiceBerkeley in 1970 … Something different is happening? I want to find outImmersed in a sea of critical preoccupations, and reactivenessIf you want to do it, create the circumstances, don’t waitI want to learn how to “really” dance, so …Intuition and listening—Act now and see what happens—I made a mess, tooWhere are all the Native Americans? In teachable moments, teachers learnCan “structure” coexist with learner-centered education?—Revising script-improvisationLearning from and with one’s “children”