|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Emancipatory potential of action learning: a critical analysis|
|Citation:||Fenwick T (2003) Emancipatory potential of action learning: a critical analysis. Journal of Organizational Change Management, 16 (6), pp. 619-632. https://doi.org/10.1108/09534810310502568|
|Abstract:||Action learning (AL) methods are popular technologies in programs of organizational learning (OL). However, from the perspective of critical studies, they are instrumentalist, managerialist, exclusive in design, decontextualized and apolitical. A critical analysis of the oppressive potential of AL is presented along these dimensions. To realize better AL's emancipatory potential, four enhancements are suggested: focus AL purpose more on workers' interests; confront organizational practices that unjustly marginalize or privilege different people; acknowledge the complexity, context and contested nature of learning; and facilitate AL using democratic "power with", not "power over", approaches to working with people towards emancipatory change.|
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