Lessons Learnt From Facilitating Action Learning With Youth Facing Multiple Adversities

Abstract

Action learning has proven to be an effective change process in the field of organisational development, where it originated. However, can it work equally well with young people who face intersectional adversities that negatively affect their holistic well-being, sense of purpose, and self-worth? This paper presents the case of a participatory action learning and action research project that we considered a failure because, after eight months of working with eight youth rendered vulnerable by sociostructural oppression, group cohesion and collaboration towards a common purpose did not materialise. Our analysis of three focus groups conducted with the youth after the engagement, various electronic communications with and between them, and our own reflections as facilitators, taught us some harsh lessons about the complexities of working with such vulnerable populations. Through critical reflection on the lessons learnt, we aim to "fail forward" in true action learning style. Therefore, we offer our learning to assist others working with similar groups to avoid the mistakes we made.