In this article, the authors consider the opportunities for learning in health research that adopts a participatory learning and action (PLA) approach. Much attention has been given to the participation and action components of PLA, but there has been less practical and theoretical consideration of the learning component. Using the research conducted as part of a local Sure Start evaluation in England, the authors reflect on the learning that takes place between participants in the research process. They draw on two models of adult learning styles to frame their reflections and argue that to improve the rigor of participatory research, and to maximize the emancipatory potential of PLA, it is useful for researchers to be explicit about the learning that takes place during participatory research. Furthermore, that learning will be promoted by establishing a dialogue of colearning between different worlds across boundaries.
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