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

博士论文将研究：致力于以色列和巴勒斯坦和平建设的社会运动的“组织学习”特征是什么？托马斯（2006）认为，在战争的背景下，有必要采取一种“反思性实践者”模式，在进行任何进一步干预之前，从经验和观察中学习“（托马斯，2006，第186页）。托马斯对学习的迫切性支持了玛丽安德森对冲突敏感性的中心原则，即要求援助和发展工作者“不伤害”（安德森，1999年）。我会问，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，这将形成本研究的主体，将是：正式和非正式的组织学习如何发生在个人，内部和组织间的水平在OneVoice，Darkenu和Zimam，谁参加？我会问的问题，倡导为基础的组织学习（爱德华兹，1996年），如：谁学习和如何，是否有平等的机会参与学习和学习如何影响的动态权力关系？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年; Roche，1999年，Development 2002年，引用自托马斯& Mohan编辑，2007年）？我会看看什么组织学习发生在个人，内部和组织间的水平，通过正式的专业技能培训和发展，评估和评价，并通过专业和社交网络信息的非正式共享。另一个问题是：组织学习的影响OV，Darkenu和Zimam的能力，以适应变化和影响政治变革的哪些方面？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化的具体实例之间的任何关联。随着研究的发展，我希望能够就组织学习如何使组织适应和实施变革达成一个明智的立场。

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.