Desafiar el contexto social opresivo rediseñando el espacio de aprendizaje. El caso de una clase de ética empresarial en Rusia
The traditional management educational methods like in class group activities derive from Western democratic principles and work well in tolerant and pluralistic climate. However, in dogmatic and oppressive social environment, they just reinforce the dominant culture and create obstacles to develop...
- Autores:
- Tipo de recurso:
- article
- Fecha de publicación:
- 2019
- Institución:
- Pontificia Universidad Javeriana
- Repositorio:
- Repositorio Universidad Javeriana
- Idioma:
- eng
- OAI Identifier:
- oai:repository.javeriana.edu.co:10554/41976
- Acceso en línea:
- http://revistas.javeriana.edu.co/index.php/cuadernos_admon/article/view/22395
http://hdl.handle.net/10554/41976
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2018 Polina Kalnitskaya
| Summary: | The traditional management educational methods like in class group activities derive from Western democratic principles and work well in tolerant and pluralistic climate. However, in dogmatic and oppressive social environment, they just reinforce the dominant culture and create obstacles to develop students' critical reflexive thinking. Learning space becomes constrained by different overwhelming contextual factors: from group pressure to an authoritarian political background. On the case of the Russian business ethics classroom, this paper examines the influence of an oppressive context on the learning space and offers an approach to weakening this influence by intensifying students' critical reflexivity using writing assignments and supportive teacher's feedback based on a narrative therapy approach. |
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