Balancing "Critique for Improvement" with "Critique for Emancipation" in Management Learning and Education

Autor/inn/en	Wallo, Andreas; Martin, Jason; Sparrhoff, Gun; Kock, Henrik
Titel	Balancing "Critique for Improvement" with "Critique for Emancipation" in Management Learning and Education
Quelle	In: Journal of Management Education, 46 (2022) 3, S.506-530 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallo, Andreas)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-5629
DOI	10.1177/10525629211044720
Schlagwörter	Criticism; Educational Improvement; Management Development; Organizational Change; Human Resources; Labor Force Development; Leadership Training; Critical Thinking; Reflection; Creativity; Heuristics; Barriers; Educational Practices + Suchen Sie Ihr Suchwort? Kritik; Teaching improvement; Unterrichtsentwicklung; Organisationswandel; Humankapital; Arbeitskräftebestand; Führungslehre; Kritisches Denken; Kreativität; Heuristik; Bildungspraxis
Abstract	Promoting the capacity for critical reflection is a pivotal part of management learning and education. Based on the concept of developmental learning, the purpose of this paper is to explore and outline two types of critical reflection: "critique for improvement" and "critique for emancipation." Critique for improvement is based on a performative intent and is aimed at using critical reflection to improve organizational practices. Critique for emancipation is based on a critical performative intent and focuses on emancipation from repressive ideological and social conditions that place unnecessary restrictions on the development of human consciousness. In this paper, it is argued that managers and leaders enrolled in management education need to be exposed to both critique for improvement and critique for emancipation. A heuristic conceptual framework is therefore proposed, along with strategies for how to balance the two types of critique in management learning and education and propositions to be explored in further research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01