No / We suggest in this paper that whilst exploring how to make business schools more critical we must also turn a critical and reflexive lens upon ourselves, critical management thinkers. Our endeavour is outlined here as a ‘reflexive journey’ in which we turn upon ourselves, academics who identify as ‘critical’ thinkers, the theories we use to analyse others. Our focus is upon critical management education. We use three vignettes drawn from our previous research. One is of graduands from the postgraduate programmes on which two of us teach, the second an analysis of knowledge transfer programmes in which we have participated, and the third a study of the construction of academic identities. The first study shows the academic teacher may become an internalized, judgemental gaze, the second that what we see as a critical approach may be construed by our students as another ‘truth’ that fails to encompass the complexities of organizations and management, and the third encourages us to ask some questions about our own positions. This causes us to ask some uncomfortable questions about our own positions as critical management scholars and the ways in which we conceptualize business schools and our colleagues who work in them.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/5970 |
| Date | January 2010 |
| Creators | Ford, Jackie M., Harding, Nancy H., Learmonth, M. |
| Source Sets | Bradford Scholars |
| Detected Language | English |
| Type | Article, No full-text in the repository |
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