Critical Management Education in challenging times

Perriton, Linda; Reynolds, Michael

doi:10.1177/1350507618795090

Cited by 25 publications

(32 citation statements)

References 79 publications

(77 reference statements)

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“…Since we started running the Networked Learning Conference and researching networked learning in the 1980s/90s, much has changed in the higher education landscape in general, including but also beyond digitisation. Perriton and Reynolds (2018) considering critical pedagogies in the context of critical management education (CME) identify three significant influences on the way such pedagogies have developed. They are the emergence of full tuition fees as part of the marketisation of education along with other public services.…”

Section: Networked Learning and Higher Education In Generalmentioning

confidence: 99%

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Networked Learning and Postdigital Education

Hodgson

McConnell

2019

Postdigit Sci Educ

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This paper considers the positon of networked learning in higher education learning and teaching in the postdigital era. The underlying origins and principles upon which networked learning are based can be traced back to the critical pedagogy of Freire and emphasise a critical relationship with the digital, the human and the current sociopolitical and material higher educational context. We examine the theoretical and practical ideas around networked learning in which connections are forged between learners; between learners and their tutors; and between learning communities and learning resources. We describe two case studies to illustrate the theory, pedagogy and practice of networked learning for contemporary higher education learning and teaching. One from the perspective of the online distant learner and their experience of networked learning; the other from the perspective of tutors, which focuses on the challenges they face in moving into the digital world. We conclude by claiming that the way networked learning has developed in theory and practice means it is an approach and pedagogy that makes it entirely suitable for a postdigital world.

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Section: Networked Learning and Higher Education In Generalmentioning

confidence: 99%

“…Critical education may, as Yoon (2005) suggests, be impossible, but it is the impossibility of critical pedagogy that creates the forward momentum as we try and move through one stuck moment after another.' (Perriton and Reynolds 2018).…”

Section: Networked Learning and Higher Education In Generalmentioning

confidence: 99%

Networked Learning and Postdigital Education

Hodgson

McConnell

2019

Postdigit Sci Educ

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“…We have observed alternative paths in business schools, suggesting that the negative consequences of unethical – or at least non-reflexive and uncritical – behaviour by the leaders and managers they have prepared for the market are evident enough to justify a change in the content and form of their programmes (Seal, 2010). Indeed, it is worth mentioning the model/patterns of practices proposed by the stream known as critical management education, which has already paved a prolific research tradition over the recent decades (Clegg et al, 2011; Perriton and Reynolds, 2018). The challenge for business schools is to create a pedagogical environment and to choose tools that train students in social competences that are not well-represented in mainstream management education.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

Magro

Pozzebon

Schutel

2020

Management Learning

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In this article, we examine the value of combining transformative and service learning pedagogical practices in management education programmes to encourage management students to be more critical and reflexive regarding serious contemporary issues like social inequality and sustainability. We draw on a long-term management education experience conducted in the northeastern region of Brazil, where international students learn how to develop a real-time community-based project with local inhabitants. We argue that while service learning approaches promote pragmatic action-based principles, transformative learning acts at the epistemic level, contributing to change in values. In addition, Paulo Freire’s ideas are integrated to reinforce critical and reflexive dimensions of the learning experience. Our results offer a process-based model showing how a critical experiential learning pedagogy might lead to the development of community-based competences, which, in turn, might lead to changes in the deeply held values of the participants. Freire’s emancipatory ideas are applied not only regarding the relationship between teachers and students, but also to the distinction between Western and non-Western societies, going beyond questioning of the destructive consequences of financial capitalism to question the hegemony of one worldview over all other possible ones.

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“…Business and Management Schools are different places now and the educational and political context has changed, not entirely (we fear) for the better. Rising fees, a concern with maximising student numbers, the unsophisticated measurement of student satisfaction, pressures to publish and growing international competition have contributed to an educational ethos of diminished tolerance for programmes, particularly smaller programmes, based on critical pedagogies (Perriton and Reynolds, 2018; Sambrook and Willmott, 2014; Tosey and Marshall 2017). What has not changed however is the ongoing importance of CME in making clear the modes of domination that exist in organisations and classrooms, that both management and learning are not about techniques but values, and that freedom and control are both intimately bound up with the role of management educator and the political context of management education.…”

Section: Reflections On Future Scholarshipmentioning

confidence: 99%

The History Boys: Critical reflections on our contributions toManagement Learningand their ongoing implications

Reynolds

Vince²

2019

Management Learning

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In this reflective essay, written for the 50th anniversary of Management Learning, we look at the history of the journal from a unique vantage point, our interconnected, academic lived experience of publishing in the journal. Our aim is to undertake an historical review of our publications in Management Learning in order to identify the key themes of our work, to make connections with broader academic and social events of the time and to assert the continuing relevance of these themes for future scholarship. We review 27 papers that we have published in Management Learning since Volume 1 (1971) and identify four main themes from our papers. These are set in the context of the development of critical management education. We highlight the broader dimensions to our themes and suggest two areas with implications for future scholarship in Management Learning. In our conclusion, we use our findings and reflections to identify what we have learned about management learning, as well as making a call for action in relation to what we are labelling historical reflexivity.

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Critical Management Education in challenging times

Cited by 25 publications

References 79 publications

Networked Learning and Postdigital Education

Networked Learning and Postdigital Education

Enriching the intersection of service and transformative learning with Freirean ideas: The case of a critical experiential learning programme in Brazil

The History Boys: Critical reflections on our contributions toManagement Learningand their ongoing implications

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