Art, culture and paradox pedagogy in management learning: the case of Portuguese Fado

Ace Volkmann Simpson, Marco Berti, Miguel Pina e Cunha, Stewart Clegg

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

We propose a reawakening of interest in the role of artistic knowing for managerial education, presenting a pedagogy that is sensitive to cultural context and aimed at enabling the phronetic management of paradox. Inspired by fado, the iconic Portuguese popular music, especially the ways in which it embodies the stresses of society, we develop strategies for management learning based on engagement with art that fosters sensitivity to paradox. We contribute to management learning by inviting practitioners to be sensitive to the complexity of competing tensions in the cultures and language in and through which everyday lives are lived by bringing attention to the potential of artistic knowing for highlighting and navigating management paradoxes, to develop phronesis.

Original languageEnglish
JournalManagement Learning
DOIs
Publication statusAccepted/In press - 2021

Keywords

  • Metaphors
  • paradox
  • power
  • socio cultural studies
  • teaching

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