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Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/8963

Appears in Collections:School of Education Journal Articles
Peer Review Status: Refereed
Title: Emancipatory potential of action learning: a critical analysis
Author(s): Fenwick, Tara
Contact Email: tara.fenwick@stir.ac.uk
Keywords: Organizations
Action learning
Management
Strategy
Issue Date: 2003
Publisher: Emerald
Citation: Fenwick T (2003) Emancipatory potential of action learning: a critical analysis, Journal of Organizational Change Management, 16 (6), pp. 619-632.
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.
Type: Journal Article
URI: http://hdl.handle.net/1893/8963
DOI Link: http://dx.doi.org/10.1108/09534810310502568
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Affiliation: Education - Research

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