Critical pedagogy in the `new paradigm`
By: DEHLER, Gordon E
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Contributor(s): WELSH, M. Ann | LEWIS, Marianne W.
Material type: 
ArticlePublisher: 2001Subject(s): Complicated Understanding | Critical Content | Critical Pedagogy | Faculty and Student Roles | Management Education | Paradox | TextbooksManagement Learning 32, 4, p. 493-511Abstract: This article argues for the adoption of critical pedagogy by management educators. This change not only recognizes the profound shifts in competitiveness that have alaready occurred in the business environment, but would aso equip studentsa d independent learners. Students become capable of a complicated understandig of the historical, social, political, and philosophical traditions underlying contemporary conceptions of organizations and management. Truly critical pedagogy necessitates changes in eduacational roles, curricular content, and classroom practices to create a learning space that sports and encourages students to engage in critical commentary. This space emerges when power in the classroom is de-centered, disciplinary borders become permeable, and issues are problematized. Two examples of implementing critical pedagogy in content (text selection) and process (paradoxical thinking) are presented to illustrate the potential for the transformation of organizational arrangements. Critical pedagogy in management education prosses the capacity for developing students with a greater sensitivy to the emancipatory and transformational possibilities i the future
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
This article argues for the adoption of critical pedagogy by management educators. This change not only recognizes the profound shifts in competitiveness that have alaready occurred in the business environment, but would aso equip studentsa d independent learners. Students become capable of a complicated understandig of the historical, social, political, and philosophical traditions underlying contemporary conceptions of organizations and management. Truly critical pedagogy necessitates changes in eduacational roles, curricular content, and classroom practices to create a learning space that sports and encourages students to engage in critical commentary. This space emerges when power in the classroom is de-centered, disciplinary borders become permeable, and issues are problematized. Two examples of implementing critical pedagogy in content (text selection) and process (paradoxical thinking) are presented to illustrate the potential for the transformation of organizational arrangements. Critical pedagogy in management education prosses the capacity for developing students with a greater sensitivy to the emancipatory and transformational possibilities i the future
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