Margaret Anne Fletcher

Nonaligned worlds of home and school: A case study of second-generation Samoan children

Abstract This paper focuses on issues of transition for children from a Samoan migrant community in Australia. This is an important and underdeveloped research area. Our qualitative study found that the home–school transition for three second-generation Samoan children was characterised by nonaligned expectations on the part of their parents and classroom teacher. These expectations related to the definition of roles and responsibilities, and to communicative practices. In addition, no attempt was made by parents or teachers to accommodate discontinuities between home and school. Our paper contributes to the explanatory power of theories ofcultural discontinuity and of structural inequality in accounting for this migrant group’s over-representation in underachieving student cohorts. Recommendations offer possible ways to smooth the cultural transition of second-generation Samoan children between home and school, recognising that transition problems can damage not only educational wellbeing but also emotional wellbeing, potentially across several generations.

Conclusions and Critical Reflections

In this final chapter we aim to draw conclusions from all previous chapters in this book into a coherent argument that moves our minds and hearts towards a new vision for action research. Here we explicate our vision of action research in general and of PALAR in particular, and tell the story of our journey in collaborating to think, write and orchestrate this book. On the basis of our findings across the chapters, we argue that PALAR can best facilitate the collaborative learning and shared democratic action leadership required for individuals, groups and whole organisations and communities in this 21st century. We also discuss our own professional learning through critical and self-critical reflections on our research and writing. Consistent with and illustrative of the PALAR experiences we discuss in this book, our PALAR project in producing this book has been transformational and holistic, affecting our feelings, thoughts and human/social relationships and a source of profound and valuable professional learning for all three of us. We encourage our readers to share, adopt, adapt or critique our approach to professional learning and to further develop and extend our praxis and shared vision, and thus to contribute to the ever growing literature and knowledge of action research.

Professional Learning with Academics: Case Studies from South Africa

This chapter illustrates our arguments, explanations and evolving vision described in the previous four chapters. It demonstrates through practice how to (1) think and act in a non-positivist, phenomenological paradigm (Chapter 1); (2) facilitate professional learning applying affective-socio-cognitive processes (Chapter 2) in a generic program on action research; (3) introduce, gradually develop and practise critical reflection (Chapter 3) at all levels, including the meta-level; and (4) facilitate and learn about action research (Chapter 4) at all levels through action learning processes and actually working on PALAR projects in the participants’ context and field of work. The generic professional learning (PL) program described and evaluated here has been conducted and progressively developed and refined over a period of almost 20 years of implementation in various higher education institutions for academics from all provinces in South Africa. Here we reflect on this evolving process with specific focus on three case examples that formed the basis of a rigorous second-order evaluation of this program which identified quality characteristics of the generic program and its application in South Africa. Through critical reflection and data analysis we have distinguished six factors significant in contributing to the quality of the PL program in all three universities: facilitator expertise, adaptive planning, responsive evaluation, critical events, application and self-efficacy.

Professional Learning with Community Leaders: Case Studies from Six African Countries

The purpose of this chapter is to illustrate how critical reflection facilitates transformative learning. We explain the role of affective-socio-cognitive processes in developing our own professional learning (PL) as we engaged in a leadership development program (LDP) in South Africa. The LDP we report here followed the generic program described in the previous chapter. Therefore in this chapter we focus more deeply on our critical reflections and meta-action research on this LDP, conducted with community leaders from six African countries. Our purpose is to contribute to the field of systemic practice by sharing a process of PL with community leaders based on meta-action research. The process emerged as we engaged with evaluation data from the LDP. The initial aim of this LDP was to help leaders design their team projects using action research methods for poverty reduction in the six African countries from which they came. As facilitators of the program we also discuss our own professional, experiential learning based on critical reflection. We explain how meta-action research can transform understandings of ways to improve professional practice in future applications. We present three process models: (1) of reflection on action, (2) of meta-action research and (3) for lifelong learning through meta-action research. These may be of benefit and interest to readers who facilitate systemic practice and action research in education, higher education, communities, industry or government.

Professional Learning through an Action Research Thesis

The purpose of this chapter is to identify the quality characteristics of an action research thesis, compared to traditional research thesis writing, by drawing on the literature and our experience with supervising and examining action research theses. We identify key problem areas in the literature and suggest effective strategies for meeting these challenges and avoiding pitfalls through reflective practice and questioning insight. We include sets of crucial questions for higher degree students to address through critical reflection on their action research projects. We use the term ‘postgraduate’ to describe all research higher degree studies and thesis writing.