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Action Learning about Gender Issues

Action Learning about Gender Issues Action Learning Issues about Gender By Laura Bierema Laura Bierema is an Assistant Professor in the Department of Adult Education at The University of Georgia in Athens, Ga. e-mail: Lbierema@coe.uga.edu ction learning is a process of accelerating people's learning about real-life problems in context. It Ainvolves bringing relevant people together to address either individual or organizational issues in a manne r that produces learning throughout the process. "Relevant" group members may work in the same organization or have knowl- edge useful to addressing the problem. Action learning does not rely on experts. Rather, it strives to bring diverse perspectives into the group and generate "fresh" questions that challenge participants to consider deeply held assumptions. It uncovers assumptions that may be impinging effective action and reflection. Action learning is a recurring, experiential process of embracing an issue, raising new ques- tions, reflecting on problems and solutions and making neces- sary changes. Action learning is concerned with creating options that never existed, rather than copying how others have solved problems in the past or in different contexts. Unlike higher education, and one works in a non-profi t environmen- some process improvement tools, action learning is open- tal organization. TWo grou p http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Action Learning about Gender Issues

Adult Learning , Volume 11 (3): 2 – Jun 1, 2000

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Publisher
SAGE
Copyright
© 2000 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959901100307
Publisher site
See Article on Publisher Site

Abstract

Action Learning Issues about Gender By Laura Bierema Laura Bierema is an Assistant Professor in the Department of Adult Education at The University of Georgia in Athens, Ga. e-mail: Lbierema@coe.uga.edu ction learning is a process of accelerating people's learning about real-life problems in context. It Ainvolves bringing relevant people together to address either individual or organizational issues in a manne r that produces learning throughout the process. "Relevant" group members may work in the same organization or have knowl- edge useful to addressing the problem. Action learning does not rely on experts. Rather, it strives to bring diverse perspectives into the group and generate "fresh" questions that challenge participants to consider deeply held assumptions. It uncovers assumptions that may be impinging effective action and reflection. Action learning is a recurring, experiential process of embracing an issue, raising new ques- tions, reflecting on problems and solutions and making neces- sary changes. Action learning is concerned with creating options that never existed, rather than copying how others have solved problems in the past or in different contexts. Unlike higher education, and one works in a non-profi t environmen- some process improvement tools, action learning is open- tal organization. TWo grou p

Journal

Adult LearningSAGE

Published: Jun 1, 2000

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