ABSTRACT
Chapter 6 discusses the development of a participatory inquiry for learning and knowledge building in a research project based on roleplaying with a reflecting team. The project took place over an eighteen-month period in a public institution for neglected children and adolescents and aimed to develop competencies in dialogue, relational awareness, critical self-reflexivity, and collaboration among employees and leaders of the institution. The inquiry was inspired by action research, arts-based research, and social constructionist ideas. The project shows that dialogic roleplaying combined with reflexive dialogues with a polyphonic reflecting team can serve as a significant tool in developing dialogical and relational competencies. The project fomented learning not only among the employees of the institution but also in the leading team. It demonstrated the potential of using drama for learning in organisations, in particular when the participants themselves define the topics and guiding questions. Not only did the participants develop competencies in dialogue, but they enhanced their bodily awareness, self-reflexivity, relational consciousness, and ability to change perspectives and developed a stronger capability to identify with others.
