Posted on behalf of:
Nick Nissley, Assistant Professor, Organization Learning and
Development,
University of St. Thomas.
Email:
nnissley@stthomas.edu
Critical Management Studies 3 Conference
7th - 9th July 2003 - Lancaster University
STREAM: Critical Management Education: From pedagogy to activism.
Description of the stream
Many of us who research in the field of Critical Management Studies are
also
teachers of managers. As such we often find ourselves working in
institutions
or alongside colleagues who do not share our critique of management or
teach it
unproblematically as a technical skill. What differentiates our
pedagogical
practice from those of an uncritical nature? Is there any difference?
This stream wishes to explore what Critical Management Education is
about. How
is it practiced? What do we mean when we say we are 'critical'
management
educators? How do we make sense of our participation in an educational
process
that is 'critical'? How do we present it to students and the
institution? What
sense are our students making of such educational experiences?
For example, do we claim that our 'critical' pedagogic contribution is
made in
terms of process i.e. challenging passive education, where students
learn that
education is something that is done to them, rather than something that
they
do? Does it invite students to become active learners - who question
received
wisdom, undemocratic relations, and who co-develop the curriculum
(activism
within the classroom)? Or is CME a result of content - seeking to
understand
"management" from poly-historical and multi-vocal perspectives? What
other ways
of understanding criticality in management education and development are
there?
We are especially interested in the claims that education is the sphere
of
Critical Management Studies' activism. Activist teaching and learning in
the
critical management classroom surely takes different shapes depending on
the
unique situation of each classroom and we also welcome papers that
explore
these 'different shapes'.
The time seems right for the re-emergence of a debate about criticality
in
education. It is now more than a decade since Ellsworth incurred the
wrath of
the 'radical' education movement by suggesting that their version of
criticality had become a repressive myth that perpetuated relations of
domination within the classroom. Critical Management Education is often
written
about as if it is unproblematically part of the Freirean radical
tradition -
but is that the case? And what difficulties might that present those who
want
to identify as critical management educators but who, like Ellsworth,
may find
its pedagogic practice repressive? What voices are missing from Critical
Management Education? What reconfigurations might post-structuralists,
feminist
or anarchist educators wish to bring to CME pedagogy?
We welcome contributions from critical management educators, developers
and
learners that address pedagogy as activist and from educators working in
critical ways within and outside of traditional classrooms.
Important dates
* Please send your abstracts (in Word 97 or higher or in RTF.
Format) as
an email attachment to any of the stream conveners, but no later than
18th
October 2002
* A note of acceptance or otherwise will be sent to you by 13th
December
2002
* Finalised abstracts from successful candidates must be sent to
stream
convenors by 20th January 2003
* Full papers will be required by 15th April 2003
Stream convenors
Nick Nissley, Assistant Professor, Organization Learning and
Development,
University of St. Thomas.
Email:
nnissley@stthomas.edu
Linda Perriton, Lecturer in Management Studies, University of York.
Email:
ljp8@york.ac.uk
Michael Reynolds, Professor of Management Learning, Lancaster
University.
Email:
m.reynolds@lancaster.ac.uk
Formatting of abstracts:
Extended abstracts will be included on the conference web pages and in
the
bound proceedings for participants. Abstracts submitted for
consideration
should include:
* Title
* Authors (affiliation, contact details)
* Body of Text
* References
And should not exceed 1500 words in length (excluding references)
Critical Management Studies 3 Conference
7th - 9th July 2003 - Lancaster University