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Teaching sustainability and management critically: ‘Expectation Failures’ as a powerful pedagogical tool

Alcaraz, J.M. and Fotaki, M. (2018) Teaching sustainability and management critically: ‘Expectation Failures’ as a powerful pedagogical tool. In: Brueckner, M., Spencer, R. and Paull, M., (eds.) Disciplining the Undisciplined? Springer International Publishing, pp. 225-242.

Link to Published Version: https://doi.org/10.1007/978-3-319-71449-3_14
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Abstract

Critical Management Education (CME ) provides a strong pedagogical background to provoke and unsettle viewpoints and strongly problematize “mainstream” views of sustainability and management . This chapter aims to contribute to this “de-naturalizing” agenda by helping management and sustainability instructors to design learning experiences aimed at challenging learners’ assumptions. For this purpose we explore the role of expectation failures as a pedagogical tool that puts students in diverse learning situations (in which their current assumptions may “not work”, or in which their viewpoints may be unsettled) in order to facilitate new learning and critical interpretations. Drawing on our own 10-year teaching experience in multiple locations, we provide practical moves aiming to advance a critically-oriented sustainability pedagogical agenda.

Publication Type: Book Chapter
Murdoch Affiliation: School Of Business and Governance
Publisher: Springer International Publishing
Copyright: © 2018 Springer International Publishing AG
URI: http://researchrepository.murdoch.edu.au/id/eprint/41787
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