December 2014, Volume 7, Issue 2

Paulo Mellett died in June 2014 from malaria. Working worldwide with regenerative community-based projects, he illustrated what it is to be a global citizen – through the expression of his values and his contribution to the form of Living Theory research that concerns us in EJOLTS:

…A core concept in permaculture is the web of life. It is nourished and maintained by multiple, interconnected beneficial relationships. There is no web of life in industrial agriculture monocultures. We must work together in balance to regenerate our world and heal the damage that has been done – a process that can and will re-humanise us, teaching and informing us and acting as a conduit to natural intelligence. This is an essential lifeline to those in the modern world. I strive to be a gardener. (Paulo Mellett 1979–2014)

There is a powerful metaphor here because we all live and work in 'industrial agriculture monocultures'. We hope you will find Paulo's living legacy (accessible from http://www.actionresearch.net/rug and http://www.coactivate.org/projects/blueprint/project-home) provides plenty of food for thought and action for researchers living and working in diverse places, cultures and fields of enquiry who are seeking to live and research their life-affirming and life-enhancing values as fully as they can in practice.

Contents:

Foreword (pp. i-ix)

Jacqueline Delong

Our Living-Educational-Theory of Knowledge translation: Improving Practice, Influencing Learners,and Contributing to the Professional Knowledge Base of Nursing (pp. 1-31)

Jan Johnston & Jennifer Vickers-Manzin

Transcending colonising influences across culturalboundaries: a continuing journey of lifelong learning (pp. 32-53)

Je Kan Adler-Collins

Looking over the conceptual horizon: a living theory of practice (pp. 54-73)

Liz Wolvaadt

Moving on Up! Therapeutic movement for postnatal anxiety and depression: Finding significance through alongsideness, enquiring collaboratively and livingtheory action research in health visiting? (pp. 74-101)

Robyn Pound

Living Global Citizenship: A New Pedagogy for Citizenship Education (pp. 102-118)

Mark Potts

Book reviews

Review of Ortrun Zuber-Skerritt, Margaret Fletcher and Judith Kearney’s book (2015) “Professional Learning in Higher Education and Communities: towards a new vision of action research” (pp. 119-120)

Pip Bruce Ferguson

Review of Daniel Kahneman’s book (2013) “Thinking, Fast and Slow” (pp. 121-122)

Jacqueline Delong

Review of Steven Coombs, Mark Potts and Jack Whitehead’s book on; “International Educational Development and Learning through Sustainable Partnerships – Living Global Citizenship.” (pp. 123-124) Peter Mellett

Living-theory theses and dissertations

Review of Jen Vickers-Manzin and Jan Johnston’s M.Ed. dissertation, “A Living Educational Theory of Knowledge Translation: Improving Practice, Influencing Learners, and Contributing to the Professional Knowledge Base.” (pp. 125-128)

Jacqueline Delong

Review of Jacqueline Elizabeth (Liz) Wolvaardt’s Ph.D. thesis, “Over The Conceptual Horizon Of Public Health: A Living Theory Of Teaching Undergraduate Medical Students.” (pp. 129-130)

Jack Whitehead

Review of Robyn Pound’s PhD thesis “How can I improve my health visiting support of parenting? The creation of an alongside epistemology through action enquiry.” (pp. 131-133)

Moira Laidlaw

Review of the Ph.D. Thesis of Je Kan Adler-Collins on ‘Developing an inclusional pedagogy of the unique: How do I clarify, live and explain my educational influences in my learning as I pedagogise my healing nurse curriculum in a Japanese University?’ (pp. 134-135)

Jack Whitehead