In What Ways do Social Movements as Learning Organisations Create Political Space for Change: A Case Study of OneVoice US, OneVoice Europe, Darkenu an

博士论文将考察：在以色列和巴勒斯坦致力于和平建设的社会运动中，“组织学习”的特点是什么？Thomas（2006）认为，在战争的背景下，有必要采取一种“反思实践者”模式，在进行任何进一步的干预之前，从经验和观察中学习。托马斯对学习的要求支持了玛丽·安德森关于冲突敏感性的核心原则，该原则要求援助和发展工作者“不要伤害”（安德森，1999）。我将问，在以色列和巴勒斯坦的和平建设背景下，组织学习是否具有这些和其他可能独特的特征。第二个问题将构成本研究的主体，即：在onevvoice、Darkenu和Zimam，正式和非正式的组织学习是如何在个人、组织内部和组织间层面发生的，谁参与了学习？我会问一些关于基于倡导的组织学习（Edwards, 1996）的问题，例如：谁学习，如何学习，参与学习的机会是否平等，学习如何受到权力关系动态的影响？我还将询问如何与利益相关者共享信息，以及学习有哪些限制（Edwards, 1996; Roche, 1999; Development 2002，引自Thomas & Mohan主编）。, 2007) ?我将通过正式的专业技能培训和发展、评估和评估，以及通过专业和社会网络更非正式的信息共享，来研究组织学习在个人、组织内部和组织间的层面上发生了什么。另一个问题是：组织学习的哪些方面会影响OV、Darkenu和Zimam适应变化和影响政治变革的能力？我将询问学习如何使组织适应变化，以及是否有可能确定学习发生和影响政治变革的具体实例之间的任何联系。随着研究的发展，我希望在组织学习如何使组织适应和实施变革方面达到一个知情的立场。

The PhD dissertation will examine:What characterises 'organisational learning' for social movements working for peace building in Israel and Palestine? Thomas (2006) suggests that in a context of war there is an imperative to adopt a 'reflective practitioner' mode, learning from experience and from observation before undertaking any further intervention' (Thomas, 2006, p. 186). Thomas' imperative for learning supports Mary Anderson's central tenet of conflict sensitivity, which asks aid and development workers to, 'do no harm' (Anderson, 1999). I will ask whether organisational learning takes on these and other, possibly unique, characteristics in the context of peace building in Israel and Palestine. The second question, which will form the main body of this research, will be: How does formal and informal organisational learning take place at personal, intra and inter organisational levels at OneVoice, Darkenu and Zimam, and who participates? I will ask questions about advocacy based organisational learning (Edwards, 1996) such as: who learns and how, are there equal opportunities for participation in learning and how is learning affected by the dynamics of power relations? I will also ask how information is shared with stakeholders and what constraints there are to learning (Edwards, 1996; Roche, 1999, Development 2002, cited in Thomas & Mohan eds., 2007)? I will look at what organisational learning takes place at personal, intra and inter organisational levels through formal professional skills training and development, assessment and evaluation, and the more informal sharing of information through professional and social networks.The other question is: Which aspects of organisational learning impact on OV, Darkenu and Zimam's ability to adapt to change and to influence political change? I will ask how learning enables the organisation to adapt to change and whether it is possible to identify any association between specific instances where learning has taken place and impacted on political change. As the research develops, I expect to arrive at an informed stand on how well organisational learning allows the organisation to adapt to and implement change.