Management Learning introduces the context and history of management learning and offers a critical framework within which the key debates can be understood. The book also provides an incisive discussion of the values and purpose inherent in the practice and theory of management learning, and charts the diverse external factors influencing and directing the processes of learning. The volume concludes with a look forward towards the future reconstruction of the field.
Chapter 18: Towards a Critical Management Pedagogy
Towards a Critical Management Pedagogy
In their critique of management education, Reed and Anthony observe:
All too often, the educational community has retreated into a narrow vocationalism in which the overriding emphasis is given to functional and technical skills which crowds out any sustained concern with the social, moral, political and ideological ingredients of managerial work and the form of educational experience most appropriate to their enhancement and development. (1992: 601)
These concerns are echoed by other writers (see, e.g., Willmott, 1994, and Chapter 9 of this volume), who also draw attention to the lack of a ‘critical’ perspective in management education, one which would involve managers in thinking questioningly about their roles and responsibilities and the purposes and social consequences of the ...