Identity Work and Pedagogy: Revisiting George Herbert Mead as a Vehicle for Critical Management Education and Learning
探讨米德关于自我与身份的分析在批判性管理学习中的潜力与局限，结合福柯理论，提出通过身份工作促进师生反思和教学变革。
Although identity has become an excessive preoccupation of people in everyday life,\nits centrality to critical management learning and education has sometimes been ignored. In\nthis essay, we explore the strengths and limitations but also the neglect of Mead’s analysis of\nself and identity for developing a pedagogy that facilitates critical management learning.\nThrough a sociology of knowledge, we trace this neglect to earlier research where, with limited\nexceptions, Marxian inspired critical research tended to eschew a concern with processes of\nthe self-formation of subjects. We argue that Mead’s ideas on reflexivity and indeterminacy\nare central to learning to think differently, which is the benchmark for teaching from a critical\nmanagement perspective. Drawing on Foucault, we theorise identity work in the context of\npower/knowledge relations in ways that help us to transform our pedagogy. Overall, we seek\nto challenge not only our students but also ourselves in reflecting on identity work to facilitate\nways of thinking and feeling differently in teaching and learning.