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The purpose of this study is to describe the construction of leadership through authentic dialogues at work and leaders’ actions as contributors to dialogic leadership.

The authors collected the data by recording the organisation’s meetings and discussions and used content analysis of dialogic leadership and typifying of critical moments as analytical methods.

On the basis of the findings, this paper suggests that dialogic leadership begins with a startup critical moment and progresses through the different positions by manager and employees through democratic interaction. Individual and collective level learning of participants and the formation of new knowledge were used in decision- or conclusion-making. The manager promoted the construction of dialogic leadership in conversation by creating important critical moments, which enabled a dialogue to start or contributed to already ongoing dialogue.

The study proposes concrete actions that can be applied in working life. This study provides a new understanding of the leader’s activities in promoting dialogue.

This study looks at the development of critical literacy for three pre-service teacher participants, relevant support systems, and pedagogies. It considers how pre-service teacher participants construct knowledge on critical literacy within the methods course. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning but had some difficulty using these methods in their own teaching. The implications from this study suggest that teacher educators and future teachers take a stance on critical education and push for structural changes in common teaching practices and school curriculum mandates.

The purpose of this paper is to relay and discuss the experiences of a teacher educator teaching critical literacy to preservice teacher candidates immediately following the US presidential election in 2016. In a time of increasing polarization in the USA, teachers and teacher educators have unique opportunities to create honest spaces for dialogue, but developing classrooms that can serve as these spaces is not an easy task.

This paper is a self-study practitioner narrative of a teacher educator teaching a secondary literacy course.

The paper discusses the importance of addressing critical literacy in the context of particular historical moments and as more sustained, engaged work that makes room for minority voices that may not be heard across particular settings. The findings prompt teachers and teacher educators to consider whose voices are present, absent and valued during difficult conversations.

Making room for uncomfortable dialogues in preservice teacher education classrooms can transform the ways in which teacher candidates (and their future students) engage with written and non-traditional texts in the world around them. Promoting spaces for critical, authentic and honest dialogue requires teacher educators to model the willingness to move beyond their own comfort zones and interrogate their own deeply help beliefs. This paper is evidence of engaged self-reflection, a necessary part of transformative practice related to critical literacy.

This paper aims to contribute to the research on the use of reflection in the work environment, highlighting its use in the development of interpersonal skills. This study presents procedures for promoting critical reflection using critical incidents, dialogue and reflective diaries, which can be a reference for researchers, managers, consultants and corporate educators.

This research was guided by an interpretative qualitative approach that is suitable for the study of critical reflection. The authors chose the method of action research because of its interactionist and interventionist character, which allows for the evaluation of the leadership soft skills development experience.

A leadership soft skills development program based on the concept of critical reflection in the work context leads to leaders having potential to promote changes in management practices and enhancing behavior, and the study points out the conditions necessary for success in instituting the desired changes and transformation.

The proposed developmental model, based on reflective conversations of critical incidents, dialogue and reflective diaries, stimulates critical reflection. This can be applied by other actors who are interested in promoting assessment and the development of soft skills.

There are few studies that discuss critical reflection in the corporate environment. In particular, few present models or tools that foster a reflective view of one’s assumptions, beliefs and values. This research not only advances this proposal by introducing considerations from practical experience as developed through action research, but it also signals the high potential of the study’s approach to promoting the development of soft skills.

This paper aims to problematize the lack of different worldviews on international management (IM), and the virtual silence in Latin America regarding this field within the context of the ongoing crisis of neoliberal policies and discourse.

This paper embraces a decolonial Latin American perspective based on developments in international relations (IR). A major reason for this dialogue is that critical debates within IR have been overlooked by both mainstream and critical literature on management, despite the intrinsic relation between decolonial arguments and IR and the increasing importance of management, and IM, within the realm of international relations to both “centers” and “peripheries”.

The interdisciplinary dialogue put forward in this paper goes beyond those borders established by the “center” and imposed on subalterns. Accordingly then, this might be taken as a particular way of putting into practice a decolonial Latin American perspective. It aims to go beyond some “universal” standpoint as the IR literature shows that the universal standpoint in relation to the “peripheries” tends to be mobilized by the “centers”. It is understood that the construction of a critical Latin American perspective is a way of creating better conditions for “cross‐cultural encounters” not only in global terms, but also within Latin America.

Rethinking IM through a critical perspective inspired by IR has implications for teaching, research and other types of practice in both IM and IR in Latin America.

The paper aims to foster a Latin American perspective rather than a general perspective. Instead of merely disengaging the “center”, the paper embraces, from a critical position inspired by IR, the current argument in US literature that the core of IM comprises a strong commitment to cross‐cultural issues, diversity, and eclecticism.

Critical discussion of the social conditions that shape educational thinking and practice is now embedded in accredited teacher education programmes. Beneath beliefs that critique of educational inequality is desirable, however, lie more problematic questions around critical pedagogies, ethics and power. Emotional investments can work to protect habituated ways of thinking, despite attempts to move students beyond their comfort zone. This strategic process can shift attitudes and promote intellectual and emotional growth, but can also produce defensive reactions. This paper, a self-study in relation to an incident in a tertiary education programme, examines how student feedback on content and pedagogy positions teachers and learners. The purpose of this paper is to frame and reframe ways in which learner feedback to critical approaches might be read. The argument examines, through dialogue, the potential of disruptive teaching approaches for recontextualising both learner and teacher response. Such exploration articulates particular tensions and challenges inherent in critical teacher education pedagogies.

This is a reflective practitioner piece – involving journaling and the use of dialogue – to explore a critical incident.

This is an exploratory piece – the authors explore the workings of tension in critical/poststructural pedagogical work.

The deployment of dialogue as a method and as a way of presenting key issues is somewhat novel. The paper works through quite complex terrain in an accessible and reasonably clear fashion.

Grounded in experience of co-organizing a two-day photography-based workshop in Paris, this paper explores how photo-dialogues can facilitate anti-racist pedagogy and generative discussions about how race and racism function in marketplace contexts.

This paper draws on the authors' involvement in a cross-national and cross-disciplinary team of scholars who worked with local community stakeholders—including activists, artists and practitioners—to discuss, theorize and photo-document issues regarding race and racism in the Parisian marketplace.

This paper contributes to the literature on visual culture studies and critical race studies as it demonstrates the potentials of photography combined with dialogue to challenge the White supremacy over archiving and visuality in the context of urban spaces. This new methodology is an opportunity to reflect on archetypes of visuality that depart from the traditional Parisian flâneur to be consistent with and reinforce anti-racist stances.

Photography and visual methods often play peripheral roles in anti-racist education across various disciplines and research areas, including critical marketplace studies. This paper expands understanding of the potentials of using photographic methods as part of critical and anti-racist work related to racial and racist dynamics, including issues regarding power, White supremacy and public space. It outlines the use of photographic dialogues in a context (Paris, France) where discussion of race is regularly societally discouraged. Thus, this work shifts the focus away from decontextualized research that regards race as an object, to specifically foreground understandings of racialized experiences and how the photographic gaze produces and is produced by racialized viewers.

The purpose of the study was to explore and articulate how Socratic seminar might be considered more completely as part of justice-focused social studies classroom disciplinary practices.

The authors reviewed the literature on Socratic seminar and developed a model for its practical use. The authors used the model to demonstrate its use in teaching civil rights history, as an example for implementation.

Socratic seminar is an instructional method that layers several disciplinary literacy skills within social studies that have the combined potential to create a transformative dialogue within the classroom and communities, especially when leveraged in more complex multi-text ways. Through the seminars, students can better understand what the authors name horizontal historical analysis, the perspective on concurrent social justice movements and vertical curricular analysis or how social justice movements experience continuity and change over time.

The authors provided an accessible model for teachers and students to use Socratic seminars as part of transformational social studies practices.

The authors demonstrate how the Socratic seminar model can provide students with the intellectual foundation for considering social action as more critically informed civic agents.

The authors examine and offer a model of how Socratic seminar can engage students in vertical and/or horizontal historical analysis for transformational purposes. Further, the authors identify how Socratic seminar can build the skills and dispositions of social studies, provide space for knowledge creation through critical historical inquiry and help reframe how teachers and students understand learning and human relationships by shifting the classroom power and promoting student agency through dialogue.

This chapter will explore the contribution of a major figure in peacebuilding – John Paul Lederach – and examine its relevance to leadership theory and practice. The first part of the chapter introduces Lederach and charts some of his key arguments with respect to peacebuilding. Lederach’s approach has not been applied previously to leadership. The second part will examine how it links to the co-charismatic leadership theory developed by Robinson and Smith (2014). This co-charismatic leadership theory is encompassed in seven Cs, that is, around shared responsibility for critical challenge, the development of consciousness, community, connectivity, creativity, commitment, the development of character (organisational and individual) and the nature of dialogue that will enable all these. The third part of the chapter will explore ideas and practices of peacebuilding in organisations through the lens of co-charismatic leadership theory (Robinson & Smith, 2014), with reference to Lederach’s (2005) ‘moral imagination’ and peacebuilding.

This paper aims to initiate a conversation within the disaster community about the applicability of “critical reflection” to the professional work of firefighters. “Critical reflection” is a term commonly used within the nursing and teaching professions. Although it has contested meanings, it generally conveys the sense of purposeful enquiry about one's professional conduct, ethics and decision making. Fire fighting labor is no longer blue collar, and firefighters in western fire fighting agencies require increasingly complex capabilities and accountabilities. Could “critical reflection” be added to post‐incident debrief as a core professional capability?

The paper draws on the concept of “critical reflection” as it has been developed within the professional fields of nursing and teaching. It then considers the applicability of and importance of this concept to the professional field of firefighting.

The meanings and applications of “critical reflection” vary, but the inclusion of dialogue about it exists within many nurse and teacher education courses. It can be argued to provide professionals with an opportunity to engage in dialogue about their labor, and thereby scrutinise their professional conduct and the ethical dilemmas of their work.

This paper calls for a paradigmatic shift in the approach taken by educators who work with firefighters. It argues that instructional methods based on rote learning, chalk and talk, and show and tell training are insufficient as a means of developing firefighters capable of responding and adapting to the complex demands implicit within increasingly professionalized firefighting labor. Future firefighters will need to be adaptive, reflective and accountable; able to demonstrate discursive and inquisitive capabilities; and engage in reflected actions both on and off the incident ground.

High originality. This is the first time the intellectual traditions and debates implicit within “critical reflection” have been linked to the work of firefighters.