Beyond Critical Action Learning?: Action Learning's Place in the World

Autor/in	Edmonstone, John
Titel	Beyond Critical Action Learning?: Action Learning's Place in the World
Quelle	In: Action Learning: Research and Practice, 16 (2019) 2, S.136-148 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2018.1509837
Schlagwörter	Experiential Learning; Critical Theory; Neoliberalism; World Views; Ideology; Decision Making; Administrators; Foreign Countries; Competition; Work Environment; Job Performance; Performance Based Assessment; Productivity; Moral Values; Power Structure; Organizational Culture; United Kingdom + Suchen Sie Ihr Suchwort? Experiental learning; Erfahrungsorientiertes Lernen; Kritische Theorie; Neo-liberalism; Neoliberalismus; World view; Weltanschauung; Ideologie; Decision-making; Entscheidungsfindung; Ausland; Wettkampf; Arbeitsmilieu; Work performance; Arbeitsleistung; Leistungsermittlung; Produktivität; Moral value; Ethischer Wert; Unternehmenskultur; Großbritannien
Abstract	Action learning has evolved over a period of time when managerialism and performativity, which are aspects of neoliberalism, have become stronger and this explains, in part, the emergence of Critical Action Learning (CAL). Performativity, in particular, has increasingly become internalised by people at work. CAL seems to be limited to power relations within and between organisations and thus tends to ignore the dominant ideology of the day -- neoliberalism. The paper asserts that action learning is antithetical to a neoliberal worldview and there are therefore practical implications for action learning practitioners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01