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Unlearning, critical action learning and wicked problems

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  • Mike Pedler
  • Shih-wei Hsu

Abstract

This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for Skills for Care by Pedler, Abbott, Brook and Burgoyne ( Skills for Care 2014) and from experiences on development programmes for social workers on action learning facilitation in 2012 and 2013 with Christine Abbott of the Centre for Action Learning Facilitation (C-ALF).

Suggested Citation

  • Mike Pedler & Shih-wei Hsu, 2014. "Unlearning, critical action learning and wicked problems," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 11(3), pages 296-310, November.
    • Handle: RePEc:taf:alresp:v:11:y:2014:i:3:p:296-310
    DOI: 10.1080/14767333.2014.945897
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    Cited by:

    1. Clare Rigg, 2016. "Conscious unlearning, unconscious unlearning and forgetfulness – a plea to record our action learning experiences," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(3), pages 199-200, September.
    2. Christopher D. Murakami & Mary K. Hendrickson & Marcelle A. Siegel, 2017. "Sociocultural tensions and wicked problems in sustainable agriculture education," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 34(3), pages 591-606, September.

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