TY - JOUR

T1 - Cultural politics and the role of the action learning facilitator

T2 - Analysing the negotiation of critical action learning in the Pakistani MBA through a Bourdieusian Lens

AU - Mughal, Farooq

AU - Gatrell, Caroline

AU - Stead, Valerie Susan

N1 - The final, definitive version of this article has been published in the Journal, Management Learning, 49 (1), 2018, © SAGE Publications Ltd, 2018 by SAGE Publications Ltd at the Management Learning page: http://journals.sagepub.com/home/MLQ on SAGE Journals Online: http://journals.online.sagepub.com/

PY - 2018/2/1

Y1 - 2018/2/1

N2 - This empirical study contributes to critical action learning research by theorizing the role of an action learning facilitator from a cultural perspective. Our article adds to critical action learning by conceptualizing the dynamics of facilitation in managing interpersonal politics within action learning sets. Employing Bourdieu’s notion of habitus as a theoretical lens, we explore both participant and facilitator accounts of action learning at three Pakistani business schools, shedding light on the culturally influenced social practices that shape their learning interactions. Through a critical interpretation of our data, we illuminate the challenges of facilitation by revealing how deeply ingrained power relations, within the context of gender and asymmetric relationships, influence participants’ ability to organize reflection. We contribute to critical action learning by theorizing the critical role of facilitator mediation in managing interpersonal and intra-group relations within the Pakistani MBA context, outlining the implications for the dynamics and facilitation of action learning.

AB - This empirical study contributes to critical action learning research by theorizing the role of an action learning facilitator from a cultural perspective. Our article adds to critical action learning by conceptualizing the dynamics of facilitation in managing interpersonal politics within action learning sets. Employing Bourdieu’s notion of habitus as a theoretical lens, we explore both participant and facilitator accounts of action learning at three Pakistani business schools, shedding light on the culturally influenced social practices that shape their learning interactions. Through a critical interpretation of our data, we illuminate the challenges of facilitation by revealing how deeply ingrained power relations, within the context of gender and asymmetric relationships, influence participants’ ability to organize reflection. We contribute to critical action learning by theorizing the critical role of facilitator mediation in managing interpersonal and intra-group relations within the Pakistani MBA context, outlining the implications for the dynamics and facilitation of action learning.

KW - Bourdieu

KW - critical action learning

KW - facilitation

KW - gender

KW - power relations

U2 - 10.1177/1350507617740273

DO - 10.1177/1350507617740273

M3 - Journal article

VL - 49

SP - 69

EP - 85

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 1

ER -