Action researching my practice as a facilitator of experiential learning with pastoralist farmers in central west Queensland

My thesis document is contextualised as a three year study of my practice as a facilitator of experiential learning with pastoralist farmers in my role as an agricultural extension officer. In the study I used an action research methodology to provide change and understanding in situations in which it was too difficult to control variables. In my use of the methodology, action provided change and research provided understanding. The action research methodology also provided rigour through the spiral of its cyclic process. Within the agricultural extension context, my learning outcomes about my role in working participatively and collaboratively with pastoralists, prompted significant change in my practice of facilitation. The change enabled us as an experiential learning group facilitated by an agricultural extension officer, to provide for pastoralist participants to increasingly direct their own learning. From reflection on the project observations that led to my working more collaboratively and participatively, I theorise that improved facilitation practice can derive from personal and collaborative reflection as a part of action researching. My reflection, during the process of thesis writing allowed me to use action science to demonstrate that my improved facilitiation practice came about from enhanced congruency of theories of action of participation and collaboration. Personally, I developed a more congruent practice of participation and collaboration through action researching my practice of facilitating experiential learning with pastoralists, and by reflecting on the emergent outcomes for me as the facilitator. This thesis concludes with my consideration of whether or not my specific learning outcomes may provide a foundation for some cautious expansion of the emergent outcomes of the action research such that they may be of interest to others in extension