publications 2017 onwards
Meyer, M. & Wood, L. 2017. A critical reflection on the multiple roles required to facilitate mutual learning during service-learning in Creative Arts education. Teaching in Higher Education. 22(2): 158-177. DOI 10.1080/13562517.2016.1221808.
Wood, L., Zuber-Skerritt, O. & Louw, I. 2017. Enhancing postgraduate learning and development: a participatory action learning and action research approach through conferences. Action Learning: Research & Practice. 14(2): 120-135. DOI: 10.1080/14767333.2017.1.295361
Wood, L. & Hendricks, F. 2017. A participatory action research approach to developing youth-friendly strategies for the prevention of teenage pregnancy. Educational Action Research, 25 (1): 103-118.http://dx.doi.org/10.1080/09650792.2016.1169198.
Wood, L & McAteer, M. 2017. Levelling the Playing Fields in PAR: The Intricacies of Power, Privilege, and Participation in a University–Community–School Partnership. 67(4): 251-264. Adult Education Quarterly DOI: 10.1177/0741713617706541. 1-15.
Theron, L., Cockcroft, K. & Wood, L. 2017. The resilience-enabling value of African folktales: The read-me-to resilience intervention. School Psychology International, 38(5): 491-506.
Wood, L. 2017. Community development in higher education: how do academics ensure their community-based research makes a difference? Journal of Community Development, 52(4): 685-701.doi: 10.1093/cdj/bsv06.
Nyatsanza, T. & Wood, L. 2017. Problematising official narratives of HIV and AIDS education in Scotland and Zimbabwe. Sahara-J: Social Aspects of HIV and AIDS research, 1: 185-192.
Sethlare R, Wood L & Meyer L. 2017. Exploring Group Life Design with teachers in the context of poverty related psychosocial challenges [Special issue]. South African Journal of Education, 37(4): 1-8. https://doi.org/10.15700/saje.v37n4a1493
Wood, L. 2017. The ethical implications of community-based research: a call to rethink current review board requirements. International Journal of Qualitative Methods, 16: 1-7.
Hendricks, F. & Wood, L. 2017. An alternative approach to a complex issue: youth-designed strategies for the prevention of teenage pregnancy in schools. Perspectives in Education, 35(1): 40-53.
Waddington, R. & Wood, L. 2018. Improving the work climate in a TVET college through changing conversations, Journal of Further and Higher Education, DOI: 10.1080/0309877X.2018.1445829.
Brown, A. & Wood, L. 2018. A critical participatory pedagogical approach to enabling life orientation students to develop social literacy through HIV education. African Journal of Aids Research, 17(1): 153-162.
Wood, L. & Louw, I., 2018. Reconsidering postgraduate ‘supervision’ from a participatory action learning and action research approach. South African Journal of Higher Education, 32(4), pp.284-297.
McAteer, M. & Wood, L. 2018. Decolonising knowledge: Enacting the civic role of the university in a community-based project. South African Journal of Education, 38(4): 1-10.
Wood, L., McAteer M., & Whitehead, J. 2019. How are action researchers contributing to knowledge democracy? A global perspective, Educational Action Research, 27(1): 1-7. DOI: 10.1080/09650792.2018.1531044
Wessels, E. & Wood, L. 2019. Fostering teachers experience of wellbeing: A participatory action learning and action research approach. South African Journal of Education, 39(1): 1-10.
Setlhare, R & Wood, L. 2019. A collaboratively constructed action leadership framework for sustainable learner support in contexts of adversity, Educational Action Research, DOI: 10.1080/09650792.2018.1559070.
Meyer, M. & Wood, L. 2019. Rethinking the roles of the art educator as participatory artist, researcher and teacher (P)ART: A South African perspective. International Journal of Education Through Art, 15(3): 265-280.
Meyer, M. & Wood, L. 2019. Becoming (p)art: Fostering socially engaged leadership for preservice art teachers through service-learning. Journal of Education, 76: 69-88.
Mathikithela, M. & Wood, L. 2019. Youth as Participatory Action Researchers: Exploring How to Make School a More Enabling Space. Educational Research for Social Change, 8(2): 77-95.
Damons, B. & Wood, L. 2020. Transforming traditional views of school leadership for school-community collaboration: a PALAR approach. Action Learning: Research and Practice, https://doi.org/10.1080/14767333.2020.1755825.
Luthuli, A. & Wood, L. 2020. "Nothing about us without us!” A collaborative action research approach to improving inclusion in a Zimbabwean College of Education. International Journal of Inclusive Education. DOI: 10.1080/13603116.2020.1766124
Zuber-Skerritt, O., Wood, L., & Kearney, J. 2020. The transformative potential of action learning in community-based research for social action, Action Learning: Research & Practice, 17:1, 34-47, DOI: 10.1080/14767333.2020.1712840
Edited and authored peer reviewed books and chapters in books
Wood, L. 2020. Participatory Action Learning and Action Research: Theory, Practice and Process. Abingdon, UK: Routledge.
Zuber-Skerritt, O. & Wood, L. (Eds). 2019. Action Learning and Action Research: Genres and approaches. Bingley, UK: Emerald.
Wood, L. 2016. Transforming Ideas of Research, Practice and Professional Development in a Faculty of Education: an Authoethnographic Study. In D. Pillay, I. Naicker & K. Pithouse-Morgan. Academic Authoethnographies: Inside Teaching in Higher Education. Pp.117-132. Rotterdam, NL: Sense.
Wood, L., Dean, C, du Toit, P., Esau, O., James, A., Mokhele, P. & Pillay, A. 2017. A Snapshot of Action Research in and by Higher Education in Southern Africa. In L.L. Rowell, C. Bruce, J.M. Shosh, & M. Riel (Eds.), The International Handbook of Action Research. New York: Palgrave MacMillan. Pp. (221-234.)
Wood, L. & Damons, B. 2017. Fostering a School-Community Partnership for Mutual Learning and Development: a Participatory Action Learning and Action Research Approach. In L.L. Rowell, C. Bruce, J.M. Shosh, & M. Riel (Eds.), The International Handbook of Action Research. New York: Palgrave MacMillan. Pp. (771-783).
Wood, L. 2017. Are we practising what we preach? Critical reflections on the value of the ALARA World Congress 2015 for sustainable learning and development. In O. Zuber-Skerritt (Ed), The Learning Conference in Action: Using Participatory Action Learning and Action Research for Sustainable Development. Abingdon, UK: Routledge. Pp. (186-200).
Zuber-Skerritt, O., Wood, L. & Dick, B. 2017. Reflections and Future Perspectives on Action Research for Sustainable Development in a Turbulent World. . In O. Zuber-Skerritt (Ed), The Learning Conference in Action: Using Participatory Action Learning and Action Research for Sustainable Development. Abingdon, UK: Routledge. Pp. (41-53).
Wood, L. 2019. PALAR: Participatory action learning and action research for community engagement. In O. Zuber-Skerritt & L. Wood, Action learning and action research: Genres and approaches (193-206). Bingley, UK: Emerald.
Zuber-Skerritt, O. & Wood, L. 2019. Introduction to Action learning and action research: Genres and approaches. In O. Zuber-Skerritt & L. Wood, Action learning and action research: Genres and approaches (1-16). Bingley, UK: Emerald.
Zuber-Skerritt, O. & Wood, L. 2019. Reflections and conclusions. In O. Zuber-Skerritt & L. Wood, Action learning and action research: Genres and approaches (209-221). Bingley, UK: Emerald.
Meyer, M. & Wood, L. 2019. Fostering a professional framework for pre-service teachers in art education. In J Pool & M Fernandez-Martins (Eds), A scholarly approach to student success in Higher Education, pp. 227-245. Potchefstroom, SA: Ivy Line.
Wood, L. (forthcoming). “The Principles, Possibilities, Politics and Potential Pitfalls of Community-Based Educational Research.” In L. Zhang (Ed.), Oxford Encyclopedia of Educational Psychology. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.948.
