Reflexive Dialogical Practice in Management Learning

Recent criticisms of management education have raised the need for a critical pedagogy in management studies but have rarely evaluated the possible implications for management learning and practice. Drawing from critical and social constructionist perspectives, I propose we need to ground critique b...

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Bibliographic Details
Published in:Management learning 2002-03, Vol.33 (1), p.35-61
Main Author: Cunliffe, Ann L.
Format: Article
Language:English
Subjects:
Administrator Education
Cognitive Development
Curricula
Education
Experiential Learning
Explicit knowledge
Instruction
Knowledge
Learning
Learning Processes
Management development
Organization theory
Pedagogy
Postmodernism
Reflexivity
Students
Studies
Teachers
Teaching
Teaching Methods
Thinking Skills
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Summary:Recent criticisms of management education have raised the need for a critical pedagogy in management studies but have rarely evaluated the possible implications for management learning and practice. Drawing from critical and social constructionist perspectives, I propose we need to ground critique by incorporating reflexive dialogical practice in management learning as a way of developing more critical and responsive practitioners. Specifically, I reconstruct learning as reflective/reflexive dialogue in which participants connect tacit knowing and explicit knowledge. From this perspective, both educators and learners need to take a critical view of their dialogical practices and what may constitute `good' learning conversations. I include examples from my attempts to incorporate this approach in my own teaching practices.
ISSN:1350-5076
1461-7307
DOI:10.1177/1350507602331002