000			01881naa a2200253uu 4500
001			6033009194421
003			OSt
005			20190211160900.0
008			060330s2006 xx ||||gr |0|| 0 eng d
100	1		_aFENWICK, Tara _924065
245	1	0	_aEthical Dilemmas of Critical Management Education : _bWithin Classrooms and Beyond
260			_aThousand Oaks, CA : _bSage publications, _cMarch 2005
520	3		_aCritical management education (CME) raises ethical issues, some of which have been debated in the broader literature of critical pedagogy and others that are particular to the unique balance of critical learning within contexts of management studies. Three issues in particular are explored in this article: the problematic positionality of the critical educator, the potential fragmentation of student subjectivities, and the contradictions between management practice and critical teaching. These issues are presented as ethical dilemmas for which no clear response can be postulated that does not entail further problematic issues. Mindful of this slipperiness, the discussion presents pedagogical approaches drawn from critical education theory and the author's own classroom struggles, approaches that attempt to sustain critical intent alongside respect for student needs, in a pragmatic and flexible pedagogy that incorporates action with critical analysis.
650		4	_aCritical management education _924066
650		4	_aCritical pedagogy _918012
650		4	_aEthics of teaching _924067
650		4	_aPedagogy of difference _924068
650		4	_aPositionality _924069
650		4	_aReflexivity _918015
650		4	_aStudent subjectivity _924070
773	0	8	_tManagement Learning - The Journal for managerial and organization learning _g36, 1 , p. 31-48 _dThousand Oaks, CA : Sage publications, March 2005 _xISSN 1350-5076 _w
942			_cS
998			_a20060330 _b0919^b _cNatália
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c15317 _d15317
041			_aeng