Rights statement: The final, definitive version of this article has been published in the Journal, Management Learning, 48 (5), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Management Learning page: http://journals.sagepub.com/home/mlq on SAGE Journals Online: http://journals.sagepub.com/
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Final published version
Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
}
TY - JOUR
T1 - An educators’ perspective on reflexive pedagogy
T2 - identity undoing and issues of power
AU - Iszatt-White, Marian
AU - Kempster, Stephen John
AU - Carroll, Brigid
N1 - The final, definitive version of this article has been published in the Journal, Management Learning, 48 (5), 2017, © SAGE Publications Ltd, 2017 by SAGE Publications Ltd at the Management Learning page: http://journals.sagepub.com/home/mlq on SAGE Journals Online: http://journals.sagepub.com/
PY - 2017/11/1
Y1 - 2017/11/1
N2 - This article looks at reflexive pedagogical practice and the ‘identity undoing’ that such practice demands from educators. Such identity undoing is found to have strong connections to the impact on identity of power relations, resistance and struggle. A dialogic ‘testimonio’ approach is adopted tracing two of the authors’ experiences of attempting to introduce a reflexive pedagogy within a structured, accredited learning intervention. This approach analyses educators’ own reflexive dialogue to make visible the assumptions and tensions that are provoked between educators and students in a reflexively orientated learning process. In undertaking this analysis, we problematize the pursuit of a reflexive pedagogical practice within executive and postgraduate education and offer a paradox: the desire to engage students in reflexive learning interventions - and in particular to disrupt the power asymmetries and hierarchical dependencies of more traditional educator-student relationships - can in practice have the effect of highlighting those very asymmetries and dependencies. Successful resolution of such a paradox becomes dependent on the capacity of educators to undo their own reliance on and even desire for authority underpinned by a sense of theory-based expertise.
AB - This article looks at reflexive pedagogical practice and the ‘identity undoing’ that such practice demands from educators. Such identity undoing is found to have strong connections to the impact on identity of power relations, resistance and struggle. A dialogic ‘testimonio’ approach is adopted tracing two of the authors’ experiences of attempting to introduce a reflexive pedagogy within a structured, accredited learning intervention. This approach analyses educators’ own reflexive dialogue to make visible the assumptions and tensions that are provoked between educators and students in a reflexively orientated learning process. In undertaking this analysis, we problematize the pursuit of a reflexive pedagogical practice within executive and postgraduate education and offer a paradox: the desire to engage students in reflexive learning interventions - and in particular to disrupt the power asymmetries and hierarchical dependencies of more traditional educator-student relationships - can in practice have the effect of highlighting those very asymmetries and dependencies. Successful resolution of such a paradox becomes dependent on the capacity of educators to undo their own reliance on and even desire for authority underpinned by a sense of theory-based expertise.
KW - reflexive dialogue
KW - reflexive pedagogy
KW - power
KW - identity undoing
KW - leadership development
KW - educator
U2 - 10.1177/1350507617718256
DO - 10.1177/1350507617718256
M3 - Journal article
VL - 48
SP - 582
EP - 596
JO - Management Learning
JF - Management Learning
SN - 1350-5076
IS - 5
ER -