Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/268494 
Year of Publication: 
2008
Citation: 
[Journal:] Management Learning [ISSN:] 1461-7307 [Volume:] 39 [Issue:] 5 [Publisher:] SAGE Publications [Place:] Thousand Oaks, CA [Year:] 2008 [Pages:] 519-540
Publisher: 
SAGE Publications, Thousand Oaks, CA
Abstract: 
This article takes up an important question that has puzzled learning theorists in the critical tradition, namely, are the dialogic practices of emancipatory discourse sufficient to change oppressive conditions in the power structure of the modern organization? In other words, can critical dialogic processes change the social order to close the gap between a privileged class of managers and workers, or do we require class struggle and structural reform? By elaborating on such methods as dialogue, public reflection and action science, this article attempts to make the case that marginalized groups in society might find their voice in projects that are intentionally contextualized and publicly reflective. These methods have found applications in some illustrated critical pedagogies, although not without strain induced from conventional institutions. The article concludes with an enumeration of some conditions under which emancipatory discourse and liberationist struggle may coincide.
Subjects: 
Emancipation
Liberation
Dialogue
Public reflection
Action science
Critical action learning
Critical theory
Labor process theory
JEL: 
M14
M54
P11
O15
D63
B14
B24
Published Version’s DOI: 
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)
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