Mg-Ed-Dv-ers,
Critical (left) approaches to management education intrigue me.
At some level I find the need for managers not to be greedy as on
target. On another level, at least here in New York, our situation is
one of a huge capitalist sector coupled with a huge socialist sector
(government) and a huge not-for-profit sector (museums, private
universities). However, whether a student is working for a hospital or
an investment banking firm, it seems that a lot of the management
know-how (is that a bad word for critical theorists?) seems to me to be
same including social responsibility related know-how. The below call
was sent to me and I think the subjects it suggests would be wonderful
to discuss in Mg-Ed-Dv. Who knows, maybe some discussion will lead to
some additional presentations at this conference.
Cybercollaborating,
Charles Wankel
Mg-Ed-Dv List Director
St. John's University, New York City
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CMS 3 Conference, July 2003 - Call for Papers - Lancaster University
Management School
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 17th November
* A note of acceptance or otherwise will be sent to you by Jan
2003
* Finalised abstracts from successful candidates must be sent to
stream conveners by 20th February 2003
* Full papers will be required by 15th April 2003
Stream conveners
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)
Michael Reynolds
Department of Management Learning
Management School
Lancaster University
Lancaster
LA1 4YX
01524 594025
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