Emancipatory potential of action learning:a critical analysis

Abstract

Action learning (AL) methods are popular technologies in programs of organizational learning (OL). However, from the perspective of critical studies, they are instrumentalist, managerialist, exclusive in design, decontextualized and apolitical. A critical analysis of the oppressive potential of AL is presented along these dimensions. To realize better AL's emancipatory potential, four enhancements are suggested: focus AL purpose more on workers’ interests; confront organizational practices that unjustly marginalize or privilege different people; acknowledge the complexity, context and contested nature of learning; and facilitate AL using democratic “power with”, not “power over”, approaches to working with people towards emancipatory change.

Citation

Fenwick, T.J. (2003), "Emancipatory potential of action learning:a critical analysis", Journal of Organizational Change Management, Vol. 16 No. 6, pp. 619-632. https://doi.org/10.1108/09534810310502568