000			01980naa a2200289uu 4500
001			9187
003			OSt
005			20190211154640.0
008			021211s2005 xx ||||gr |0|| 0 eng d
100	1		_aDEHLER, Gordon E _92803
245	1	0	_aCritical pedagogy in the `new paradigm`
260			_c2001
520	3		_aThis 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
650		4	_aComplicated Understanding _918467
650		4	_aCritical Content _918468
650		4	_aCritical Pedagogy _918012
650		4	_aFaculty and Student Roles _918469
650		4	_aManagement Education _918470
650		4	_aParadox _918471
650		4	_aTextbooks _918472
700	1		_aWELSH, M. Ann _918473
700	1		_aLEWIS, Marianne W _918474
773	0	8	_tManagement Learning _g32, 4, p. 493-511 _d, 2001 _w
942			_cS
998			_a20021211 _bCassio _cCassio
998			_a20130826 _b0938^b _ckarina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c9328 _d9328
041			_aeng