Purpose In this study we discuss ‘learning through work’ in the context of the co-creative practices of arts-based initiatives (Schiuma, 2011) within a form of encounter called ‘Learning Jam’ in work based practice (Pässilä, & Oikarinen, 2014). This leads to the main research question; what are the ingredients of this creative, transformative learning space? Design/methodology/approach The discussion of polyphonic understanding is grounded in one of a series of Learning Jam events, which were co-created by practitioners and academics exploring the value of their own work based practice through the lenses of arts based initiatives (ABI’s). The unit of analysis in the study is the evaluation process undertaken through the frame of Schiuma´s (2011) Arts-Value Matrix. Originality/value The central idea of the matrix is that the potential effects of arts-based initiatives in an organization relate both to people and to organizational infrastructure. In this context learning as a part of knowledge management is conceptualised in the broad sense of collaborative action in which ABI’s are coupled with research-based theater (Pässilä, et al., 2013; Adams & Owens, forthcoming 2015) to create forms of work-based learning with transformative potential. Teaching in this context demands reflexive and dialogical capabilities for those who hold the role of organizing and facilitating spaces for learning and transformation. We discuss this by Rancierre´s critical theory. Practical implications When analyzing the Learning Jam we realised the need to question the relationship between ‘teacher’ and ‘student’ as traditionally configured, and the parallel relationship between ‘performer’ and ‘audience’. We take these questions further by discussing equality as a way to create a space when the main idea is to lean on to something which is not yet. Reflection and imagination are underlined as relevant elements of learning through work. In the conclusion the back story of this type of learning and the pedagogical philosophy on which it is based is framed.
