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Abstract One goal of management education is to help students organize experience in meaningful ways. Scholars have suggested that organizational storytelling (Klein 1998), the use of experiential-based simulations (Kayes et al. 2004; Kayes, Kayes, and Kolb 2005), reflective exercises, myth analysis (Gabriel 2000), and the use of metaphor (Morgan 1997; Kayes and Kayes 2003) all provide noteworthy methods that promote the use of experiential learning in the context of management education. But although these methods may encourage learning, they may not allow students to explore the complexities of organizational power that have an impact on learning. Also, they may not focus on how students can articulate and actively reconfigure their individual experiences of power. In this chapter I argue that when students of management engage in conversation, their experiences of power actually become transformed and, through a social process of conversation, take on new meaning.
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