Action learning for democracy: Introduction to a special issue

Mike Pedler and Bernhard Hauser

Action Learning: Research and Practice, 2025, vol. 22, issue 2, 97-104

Abstract: Democracy as a governing principle seems to be more in question now than at any time since WW2. In countries with democratic systems of government, often hard won over centuries of struggle, the social democracies that we have taken for granted are experiencing crises of legitimacy. Many are beset by widespread disillusionment and the emergence of populist and authoritarian parties which do not subscribe to familiar democratic values. In work organisations, there is usually a striking "democratic deficit” and wide disparities of power and voice. Despite research evidence for the superiority of collaborative and cooperative leadership in uncertain conditions, hierarchical principles are as evident as ever and tend to usurp attempts at democratic decision making. In this issue of the Journal we make a case for action learning as an enabler of democratic processes and as a means reviving faith in democracy as a way of working and living together. We hope that this Special Issue will be an inspiration to everyone working with action learning to encourage democratic practices in organisations and society. Our contributors make arguments and present cases in support of this aim, reporting from a great variety of locations including Greek teacher learning networks, Swedish preschools, a Citizens' Assembly in Germany and an effort to develop democratic competencies with students in war-torn Ukraine.

Date: 2025
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DOI: 10.1080/14767333.2025.2510779

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