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http://hdl.handle.net/1893/8963| Appears in Collections: | Faculty of Social Sciences 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 |
| Date Deposited: | 10-Sep-2012 |
| 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. |
| DOI Link: | 10.1108/09534810310502568 |
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| Licence URL(s): | http://www.rioxx.net/licenses/under-embargo-all-rights-reserved |
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