Article2003

Emancipatory potential of action learning:a critical analysis

61 citations0/0 files storedJournal of Organizational Change Management

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Organizational Learning and Leadership Innovative Education and Learning Practices Appreciative Inquiry and Organizational Change

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.

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1991The fifth discipline, the art and practice of the learning organization 1999An Organizational Learning Framework: From Intuition to Institution 1992Border Crossings: Cultural Workers and the Politics of Education 2000At the Critical Moment: Conditions and Prospects for Critical Management Studies 2001Learning In The Workplace: Strategies for effective practice 2000Organizational Learning: Debates Past, Present And Future 1997Making Sense of Management: A Critical Introduction 1993Emerging Varieties of Action Research: Introduction to the Special Issue

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2006Using evidence: how action learning can support individual and organisational learning through action research 2014The gendered power relations of action learning: a critical analysis of women’s reflections on a leadership development programme 2008Developing healthcare practice through action learning: individual and group journeys 2014Unlearning, critical action learning and wicked problems 2011The inseparability of action and learning: unravelling Revans' action learning theory for Human Resource Development (HRD)

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