Supporting reflective practices in social change processes with the dynamic learning agenda: an example of learning about the process towards disability inclusive development
by Saskia C. Van Veen; Renée De Wildt-Liesveld; Joske F.G. Bunders; Barbara J. Regeer
International Journal of Learning and Change (IJLC), Vol. 7, No. 3/4, 2014

Abstract: Change processes are increasingly seen as the solution to entrenched (social) problems. However, change is difficult to realise while dealing with multiple actors, values, and approaches. (Inter)organisational learning is seen as a way to facilitate reflective practices in social change that support emergent changes, vicarious learning, and dialogues in a participatory manner. The inclusion of persons with disability in development cooperation requires a social change process to transform current attitudes, practices, and organisational cultures. This paper aims to show how the dynamic learning agenda (DLA) integrates learning with social change by analysing and reflecting on the application of the DLA in the case of facilitating learning on the process towards disability inclusive development. In this paper, we will show the theoretical foundations, purpose, practical implementation and added value of the DLA. We will reflect on the application of the DLA and we will discuss how the DLA supports the integration of learning in social change.

Online publication date: Thu, 30-Apr-2015

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