Critical action learning

Abstract

Despite, or because, of the absence of a universally accepted definition, ‘action learning’ is constantly being refreshed and revitalized by innovations in terms of outlook and approach. The work of Revans continues to stimulate fresh thinking and different calibrations of his coupling of action and learning. An emerging strand of literature advancing the concept of ‘critical action learning’ (CAL) (Trehan and Rigg 2007; Ram and Trehan 2009; 2010; Vince 2001; 2004; 2008) is suggestive of a fresh wave of activity (although it is not clear whether CAL constitutes an incremental development of, or radical departure from, its Revanesque precursors). Vince (2008) suggests that CAL has a number of distinguishing features, including: its emphasis on the way that learning is supported, avoided and/or prevented through power relations; the linking of questioning insight to complex emotions, unconscious processes and relations; a more active facilitation role than implied within traditional action learning. CAL is a development of conventional action learning because it aims to promote a deepening of critical thinking on the daily realities of participants; key to this process is the emphasis on collective as well as individual reflection. It attempts to supplement an individual’s experiences of action (learning from experience), with the reflection of existing organizational, political and emotional dynamics created in action (learning from organizing). This chapter firstly, engages in the theoretical task of drawing together the conceptual perspectives on CAL, and illuminates the emerging contours of CAL. Secondly, the chapter highlights notable examples of CAL-inspired studies and the final section augments the theorizing on CAL with a practical edge and illuminates how a commitment to CAL has significant implications for the design, composition and facilitation of action learning interventions.Action learning is singularly catholic in its accommodation of definitions and approaches. The Revans’ vintage has manifestly stood the test of time, and the profusion of forms that it is taking (Marsick and O’Neil 1999; Raelin 1999; Raelin and Coghlan 2006) is testimony to the fact that the project of linking theory, learning and action is one of enduring appeal. Against this background, establishing a settled view on the meaning and significance of the more youthful enterprise of CAL is not a simple undertaking. Willmott’s (1994; 1997) endeavour to promote a synergy between critical thinking and

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