This empirical study contributes to critical action learning (CAL) research by theorizing the role of an action learning facilitator from a cultural perspective. Our paper adds to CAL by conceptualizing the dynamics of facilitation in managing interpersonal politics within action learning sets. Employing Bourdieu’s notion of habitus as a theoretical lens, we explore both participant and facilitator accounts of action learning at three Pakistani business schools, shedding light on the culturally influenced social practices that shape their learning interactions. Through a critical interpretation of our data, we illuminate the challenges of facilitation by revealing how deeply ingrained power relations, within the context of gender and asymmetric relationships, influence participants’ ability to organize reflection. We contribute to CAL by theorizing the critical role of facilitator mediation in managing interpersonal and intra-group relations within the Pakistani MBA context, outlining the implications for the dynamics and facilitation of action learning.
- Critical action learning, facilitation, Bourdieu, gender, power relations
ASJC Scopus subject areas
- Business, Management and Accounting(all)