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Critical action learning -- rituals and reflective spaces

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  • Pamela Heneberry
  • Arthur Turner

Abstract

This paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun to develop new action learning techniques which we believe help to make the action learning we teach and practise, more critical. In describing these concepts of criticality we consider the tripartite elements of each of the three concepts we call Critical Leadership. That is ‘knowing, being, doing’; ‘space, place and pace’ and ‘thinking, feeling, willing’. We then go on to demonstrate how these three concepts helped us to shape our new action learning technique entitled ‘The Coliseum’. We believe that this new action learning technique enhances the likelihood of critical action learning taking place by underscoring key elements such as encouraging feedback, initiating deep listening, promoting challenge and, perhaps, in the end, precipitating enlightenment.

Suggested Citation

  • Pamela Heneberry & Arthur Turner, 2016. "Critical action learning -- rituals and reflective spaces," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 13(1), pages 60-68, March.
  • Handle: RePEc:taf:alresp:v:13:y:2016:i:1:p:60-68
    DOI: 10.1080/14767333.2015.1130349
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    References listed on IDEAS

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    1. Russ Vince, 2012. "The contradictions of impact: action learning and power in organizations," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 9(3), pages 209-218, August.
    2. Clare Rigg & Kiran Trehan, 2004. "Reflections on working with critical action learning," Action Learning: Research and Practice, Taylor & Francis Journals, vol. 1(2), pages 149-165, September.
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