Action learning and constructivist grounded theory: powerfully overlapping fields of practice

Abstract

This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. “Action Learning and Organisation Development: Overlapping Fields of Practice.” Action Learning: Research and Practice 8 (2): 93–102] article, which explored the relationship(s) between AL and organisation development, a case is made that AL and CGT are powerfully overlapping fields of practice. An account of practice is included to provide a contextual explanation of the ‘overlap’, and a new methodological praxeology is proposed to the field of practice/practitioner-focused research.

Keywords:

• action learning
• constructivist grounded theory
• practice-focused research

Notes on contributor

Jane Rand is a Senior Lecturer in Education Studies at York St John University. After completing an EdD at the University of Sheffield in 2012, Jane joined York St John from the Further Education Sector where she worked as a teacher trainer. Her core interests are epistemologies, qualitative research methodologies, and applied pedagogical research.

Notes

1. Mezirow argues that assumptions constrain agents' perceptions, and a critical awareness of these can result in transformation of ‘meaning schemes’ and more inclusive perspectives.

2. Collaborative discussion geared towards ‘gaining a deeper understanding and development of practice’ (Plauborg 2009, 31).

3. The sociological perspective that agents' actions are related to the meanings things have for them.