Shining a light on critical action learning with the work of Pierre Bourdieu

pbA couple of years ago I became intrigued by the interaction between the theory of the French sociologist Pierre Bourdieu and the practice of action learning, a process of facilitated group coaching. In other words, how the theory of one might shine a light on the practice of the other. The aspects of Bourdieu theory that I was intrigued about was habitus and field. Habitus being a generative process of habit and repetition, but not one that implies an automatic reflex; instead it is a condition of practice that short cuts the numerous options available to the novice to a narrower range of reasonable contextual possibilities. This being dependent on field, an array of externalities and relations in which one has to move. Each player whose relations constitute the field of a particular practice has their own internalised expression of habitus. This gives everyone in the field an individualised sense of their next step, sensible or not, that needs to be reacted to by others. The field is therefore a complex dynamic affected by power, reputation, tradition, gestures and so on. In short, the ordinary goings on of organisational life of what we might see as common sense hitting a brick wall of unfathomable objection that makes us ask the question: why? Or as we have called it ‘social friction’, a process of noticing between our taken for granted practice and how this is reacted to by others who have their own assumptions and practice too.

Over the past year it has been great to work with Janet McCray and Douglas Board to explore these ideas drawing on interviews with nine medical consultants having gone through and action learning based leadership programme. Following a number of conferences (a notable highlight being the British Sociological Association’s first conference on Bourdieu last year) and workshops our work has now been published in Action Learning: Research and Practice.

To read our paper click here.

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Action Learning: creating organisational impact

chichester-1Over the last few years I have become intrigued by what action learning can offer. It is a process where a facilitated group of people, curious in each other’s practice and problems at work, enables each other to move forward. Whilst it supports people to find practical solutions to knotty problems that don’t seem to go away there has been a larger question on its wider organisational impact. In other words, how does the impact of those private conversations in the learning set comes to ripple out to change and improve the wider organisation. Over the last couple of years this debate has been enlivened by those interested in ‘critical action learning’ and has become the focus of my research too.

In December 2016 I am holding a seminar here at the University of Chichester’s Business School (pictured) where similarly curious people are welcome to attend, details can be found here.

If you want to read more about action learning here are some useful places to start:

  • Pedler, M. (1997), What do we mean by action learning? A story and three interpretations. Action Learning in Practice, Gower Publishing Ltd, Aldershot, 3rded.
  • Pedler, M. (2011), Action learning in practice, Gower Publishing Ltd, Farnham.
  • Revans, R. (1980), Action Learning: new techniques for management, Blond and Briggs, London.