Principles of engagement

Facilitating an Action Learning experience implies to pay attention to some important dimensions. First, Action Learning entails the assumption of a twofold responsibility, toward society and toward students. ‘Responsibility’ is the recognition of the role that you play, as teacher/trainer/expert, in the social dynamics and perspectives of others. It deals with the development of a sense of social duty and ethical/political intent, which arise from the direct engagement with the real world. Second, Action Learning is about creating learning environments in which new generations can be educated to develop a new ethic of responsibility and social commitment, and to become more capable, aware and responsible citizens and future practitioners. Action Learning is a pedagogical approach, which embodies a range of learning features and dimensions.

Action Learning is…

Grounded. It refers to a very immersive experience, particularly within marginal contexts, which addresses issues affecting spatial and social justice. Through Action Learning, you have the chance to develop a learning process closer to local communities, not just by being a critical observer but also taking part in thecommunity’s life. It implies a patient activity in order to understand the value of local knowledge and social participation within a process of urban transformation; situating also offers the chance to broaden personal relationships with inhabitants and local actors. The ability to face such environment entails the development of ethical sensitivities: teachers and students working within marginal communities need to develop empathy, and it often comes with experience only.

Interactive. Positioning the learning process close to local contexts and communities entails the interaction between different forms of knowledge. Your practice, as well as your expertise, will be exposed to a more interactive learning environment within which a broader range of knowledges interact. Recomposing different forms of knowledge and combining different disciplines, while co-creating new knowledge, is a key element in order to address the complexity of contemporary urban transformations.

Action-oriented. The dimension of action refers to the chance of producing transformation, while promoting a collective learning process. This aspect acquires more relevance dealing with marginal contexts, often characterized by inertia and a sense of inability to impact on actual conditions. In this perspective, any contribution towards transformative change and the possibility of altering the current situation becomes key. This attitude explores the chance to improve the quality of teaching through the necessity of acting, suggesting the urgency to address issues of development in a time of severe crisis for cities and loss of rights. Here the emphasis is on results, which the creation of knowledge can induce in terms of change, producing actual impacts and fostering local activation.

Hybrid. Action Learning is a mutual learning environment where different profiles, with different degrees of maturity and backgrounds of experience, find place. A peer to peer learning process in which participants take part in the whole process of learning, catching elements of uncertainty, improvisation and hindrances, and experiencing both formal contexts of interaction and informal moments of exchange. A virtuous circle between practice – experiential and situated - and theoretical elaboration takes shape. Through a circular relationship between direct action and reflection on actions, a contamination between practical and theoretical dimensions takes place.

Some tips to get the most from collaboration - before, during and after the process of learning.

Bear in mind that is important to:

• Prepare fully before making approaches to community groups and accurately prepare students before meeting with local partners who have decided to collaborate (read their websites and any available document or publication, to avoid to wasting time).

• Interact with community partners since the early stages of an Action Learning experience in order to create conditions for mutual satisfaction. It is important to work together to define the expected outcomes: these should be a resultant of an exchange, equally matching the requirements of each party involved.

• Make sure community groups have access to findings and products of your collaborative work, and make sure that outcomes are accessible and usable for their purposes.

• Reflect on your activity and actions, upon what you have learned from the experience. In other words, learn to be critical and reflective on your practice.