Facilitating Learning and Action for Social Change

The FLASC initiative was established with the goal of facilitating more effective learning for social change through a better understanding and integration of theory, experience and practice of reflection and learning.

The programme intends to address learning for social change through a framework of four key dimensions: the conceptual, the personal, the organisational and the methodological. Activitites have included a dialogue on facilitating learning for social change (FLASC) which took place through e-fora and an international workshop in the Spring of 2006.

The Facilitating Learning for Social Change Workshop involved a diverse group of activists, researchers and organisational leaders from around the world, who looked at how those of us engaged in social change processes can develop our capacities in ways that enable us to be more reflective, innovative and adaptive. We have now produced a report from this Workshop entitled Learning for Social Change: concepts, methods and practice (pdf).

The report is based on a view that global forces are channeling voices of the world’s citizens into ever narrower spaces. The influence of increasingly powerful economic, cultural, social and political ideologies are becoming the mainstream. Those who think and see the world differently find it harder to make their voices heard. Institutions and organisations engaged in the support of social change are facing challenges in accessing knowledge generated through the learning of different actors.

The report aims to show how we need to share learning and build knowledge collectively, in order to enrich society everywhere, for the benefit of all. It covers the workshop background and process and goes on to look at key outcomes of the event as well as how to move forward from such an initiative.

A FLASC wiki was established after the workshop to keep the dialogue ongoing and as a place to access and share resources. Visit the FLASC wiki to request membership.

FLASC was funded by the Ford Foundation.

Project details

start date
28 June 2006
end date
31 March 2009


Supported by
Ford Foundation

Recent work