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Operationalising dialogic accounting education through praxis and social and environmental accounting: exploring student perspectives

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  • Alex Wong
  • Sendirella George
  • Farzana Aman Tanima

Abstract

Higher accounting education tends to be monologic and uphold a ‘hidden curriculum’ based on neoliberal and neoclassical economic assumptions that prioritise financial stakeholders’ concerns and profit maximisation. This informs what is regarded as teachable knowledge in accounting education, and how this is taught. Critical accounting researchers have urged educators/researchers to adopt dialogic pedagogical approaches to reimagine how accounting can facilitate democratic dialogue about the range of practices it covers; expose students to divergent socio-political perspectives on accountability; and promote critical reflection and transform their understandings of their lived realities. Our research is situated within the critical Social and Environmental Accounting (SEA) literature and the potential of a dialogic accounting pedagogy. Through student interviews and reflections from educators, we explore the design and implementation of a third-year accounting course containing a SEA component, and its potential for achieving the aspirations of dialogic pedagogy, and how this can be developed and implemented.

Suggested Citation

  • Alex Wong & Sendirella George & Farzana Aman Tanima, 2021. "Operationalising dialogic accounting education through praxis and social and environmental accounting: exploring student perspectives," Accounting Education, Taylor & Francis Journals, vol. 30(5), pages 525-550, September.
    • Handle: RePEc:taf:accted:v:30:y:2021:i:5:p:525-550
    DOI: 10.1080/09639284.2021.1919531
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    Citations

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    Cited by:

    1. Tanima, Farzana Aman & Brown, Judy & Wright, Jan & Mackie, Vera, 2023. "Taking critical dialogic accountability into the field: Engaging contestation around microfinance and women’s empowerment," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 90(C).
    2. Tsay, Bor-Yi & Campbell, Jane E. & Ariail, Donald L. & Miller, Stephanie K. & Shannon Shumate, L., 2023. "Improving introductory financial accounting learning and retention through course redesign," Journal of Accounting Education, Elsevier, vol. 62(C).
    3. Ballantine, Joan & Boyce, Gordon & Stoner, Greg, 2024. "A critical review of AI in accounting education: Threat and opportunity," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 99(C).
    4. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M., 2022. "Accounting education literature review (2021)," Journal of Accounting Education, Elsevier, vol. 59(C).
    5. Sorola, Matthew, 2022. "Q methodology to conduct a critical study in accounting: A Q study on accountants’ perspectives of social and environmental reporting," CRITICAL PERSPECTIVES ON ACCOUNTING, Elsevier, vol. 86(C).

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