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in UK Management education Yiannis Gabriel University of Bath - - PowerPoint PPT Presentation
in UK Management education Yiannis Gabriel University of Bath - - PowerPoint PPT Presentation
Reconciling and ethic of care with Critical Management Pedagogy in UK Management education Yiannis Gabriel University of Bath University of Lund Pag e 1 Hospitals Police Social services The BBC Universities
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Cash cows and/or parasites Mouthpieces of neo-liberal project Irrelevant – peddlers of useless esoterica Finishing schools
- Pieces of paper – diplomas
- Interview and presentational skills
- Disciplinary machines
Brands – competing and cannibalizing each other Machines of exploitation
- Of students
- Of their staff
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Not merely more effective management
… though I would not underestimate the
importance of effectiveness
… but also more humane, ethical and
responsible management
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Scientific knowledge AND practical wisdom
(phronesis)
Reflection AND action
Ethic of criticism AND ethic of care
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Criticism can be positive, negative or mixed X is not good, where X can be
- A theory / an idea / a concept
- An institution
- A person
- A process
X is not good enough
- Imagining something better
X is not what it seems
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Critical of unquestioned adherence to
tradition and convention
Critical reflection and the reflective
practitioner
Critical imagination and innovation Critical of oppressive and exploitative
management regimes (CMS)
Critical of unquestioned subordination of
knowledge to the pursuit of management efficiency
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It can destroy important ideas and innovations in
their early and fragile state
It can destroy tested institutions without offering
adequate replacements
It can destroy individuals and kill learning,
curiosity and innovation
Consider criticism of something particularly dear
to yourself (a theory, work of art, project, person) “What a distressing contrast there is between the radiant intelligence of the child and the feeble mentality of the average adult.” Freud
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Those who conscientiously care for others are
not seeking primarily to further their own individual interests; their interests are intertwined with the persons they care for. Neither are they acting for the sake of all
- thers or humanity in general; they seek
instead to preserve or promote an actual human relation between themselves and particular others. (Held, 2006)
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Gro
rows ws out t of f a d a deep p convictio nviction n that at al all individuals ividuals ar are dependent endent on eac ach h other her fo for r their ir well ll-being being an and fl flour
- urishin
ishing
Does
es not tre reat at al all people
- ple as
as e equa ual
Goes the ‘extra mile’ or ‘beyond the
call of duty’
Car
arer r so sometimes metimes ac acts s as as th though
- ugh
he/she /she understan derstand d the interest erest of f the car ared ed fo for r better ter than an the e lat atter. er.
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Tak
akes s re responsibility ponsibility fo fot the e well ll- being ing of f other hers
Not a ‘scripted’ performance Does
es not fo follow llow universa iversal l prin rinciples ciples but t depend pends s on se sensitivity, sitivity, wat atchfuln chfulnes ess s an and a a par aramount amount concern ncern fo for r sustainin taining g re relations ations
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An ethic of care may counterbalance the possible
excess of negative criticism
It may adjust criticism to the occasion, the needs
- f the subject and the opportunities for learning
It may prompt a questioning of the ethic of
consumerism and its increasing impact on education
It may be used to reconfigure and re-evaluate the
role of higher education teachers
… and teaching as a long-standing and noble
profession
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Three stories
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Hard work Active learning and passive learning Mistrust easy solutions
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Relentless work (action) stops us from
reflecting
Failure to listen Information overload and the lack of meaning
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Mistrust bipolarities of either/or Be mindful of forced choices
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Scientific knowledge AND practical wisdom
(phronesis)
Reflection AND action Ethic of care AND ethic of criticism
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