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Reflexive Dialogical Practice in Management Learning

Calhfornia State University, Hayward, USA, acunliff{at}csuhayward.edu

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.

Key Words: critical pedagogy • dialogical practice • learning conversations • reflexivity

Management Learning, Vol. 33, No. 1, 35-61 (2002)
DOI: 10.1177/1350507602331002


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