Making learning critical: Identity, emotion, and power in processes of management development

Abstract

In recent years, a substantial volume of broadly critical knowledge of management and organization has been established, but comparatively little attention has been given to the question of how the insights of such knowledge might be communicated or applied pedagogically. The temptation or danger, arguably, is for critical knowledge to be substituted for the content of “traditional management education,” with minimal regard for its contribution to processes of personal, social, and organizational development. The chief purpose of this paper is to put some flesh on the claim that critical theory can make an important contribution to the principles and practice of management education. After summarizing some key differences between “traditional management education” and action learning (concerning learning and personal experience), these differences are illustrated by reference to a case study, which in turn, provides a basis for highlighting the relevance of critical thinking for addressing problems and issues thrown up through action learning for managers.