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The purpose of this paper is to discuss how a discourse approach to theorising human resource development (HRD) can open a “discursive space” to challenge dominant discourses within the field; enabling a more critical discourse to emerge.

Discusses two approaches to discourse analysis, a “practice” and a “critical” approach, and illuminates how both approaches can contribute to theorising HRD.

The notion of what constitutes HRD is being constantly renegotiated both in theory and in practice. While contemporary HRD discourses are many and there is fluidity in the field a dominant discourse can be identified. The authors argue that a focus on the discourses which construct and constitute HRD need to consider both the “practice” and “the order of discourse” enabling the emergence of alternative discourses within the field.

Due to word restrictions an empirical example has not been included. However, future work will address this limitation.

The two approaches to discourse analysis discussed provide a useful framework; enabling an analysis of the dominant and competing discourses within the field of HRD.

Discourse analysis is rarely discussed in business settings despite the evidence that applied discourse analysis focuses on questions that are of relevance to the field. This paper contributes to a perceived gap and demonstrates how discourse analysis can contribute to researching alternative notions of HRD in order to encourage a variety of conceptual developments.

The purpose of this paper is to provide insight into the central role of critical reflection for practitioners.

This joint paper is informed by a practitioner and an academic perspective and is an output from ongoing research. An MA in Strategic HR provides the initial focus. This partnership programme is informed by action learning ethos and method and the emancipatory potential of critical reflection. The paper illustrates how students talk about becoming critically reflective, and in doing so it explores the opportunities and challenges involved.

It is argued that in order for critical reflection to realise its potential of emancipatory change, pedagogy needs to be underpinned by critical process and critical content. However, it is unfortunate that a majority of critical literature appears to be addressed to an academic audience. The paper also highlights the need to support learning conversations beyond the original set.

The paper highlights the need for development initiatives to support the questioning of taken‐for‐granted assumptions. This draws attention to the necessity of supporting an emerging community of critically reflective practitioners by ensuring an open dialogue about values and practice.