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We live in a world where we are experiencing an increasing number of environmental disasters,social injustice, corporate scandals, and questionable leadership ethics. The issue I would liketo address in this article is how we, as educators and researchers, might respond to or engageproactively with these issues. One approach is encouraging our students to become more reflexive, and to become more reflexive ourselves as researchers. I believe that reflexivity is becoming an increasingly important resource in organization studies. Defined as questioning taken-for-granted assumptions, practices, policies, and so on, reflexivity offers a way of developing more critical and responsible approaches to our intellectual strategies and to practical activities within the academic and corporate world. I will begin by summarizing some of the criticisms of business school education and the challenges we face as researchers and go on to define and discuss how reflexivity can help us engage with these criticisms in a productive manner. ; Vivemos em um mundo onde estamos experimentando um número crescente de desastres ambientais, injustiça social, escândalos corporativos e lideranças com ética questionável. A questão que eu gostaria de abordar neste artigo é como nós podemos responder ou nos envolver proativamente com essas questões como educadores e pesquisadores. Uma abordagem é incentivar nossos alunos a se tornarem mais reflexivos como pesquisadores. Acredito que a reflexividade está se tornando um recurso cada vez mais importante nos Estudos Organizacionais. Definida como o questionamento de pressupostos, práticas, políticas etc., a reflexividade fornece uma forma alternativa de desenvolver abordagens mais críticas e responsáveis para nossas estratégias intelectuais e atividades práticas dentro do mundo acadêmico e corporativo. Começarei apresentando de maneira sucinta algumas das críticas à educação promovida por escolas de negócios e os desafios que enfrentamos como pesquisadores, e continuarei definindo e discutindo como a reflexividade pode nos ajudar a nosenvolvermos com essas críticas de modo produtivo.

Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can develop more collaborative and responsive ways of managing organizations. This article offers three ways of stimulating critically reflexive practice: (a) an exercise to help students think about the socially constructed nature of reality, (b) a map to help situate reflective and reflexive practice, and (c) an outline and examples of critically reflexive journaling.

Critically reflexive practice embraces subjective understandings of reality as a basis for thinking more critically about the impact of our assumptions, values, and actions on others. Such practice is important to management education, because it helps us understand how we constitute our realities and identities in relational ways and how we can develop more collaborative and responsive ways of managing organizations. This article offers three ways of stimulating critically reflexive practice: (a) an exercise to help students think about the socially constructed nature of reality, (b) a map to help situate reflective and reflexive practice, and (c) an outline and examples of critically reflexive journaling.

Over the last 20 years, social science scholars have challenged conventional conceptions of social reality, knowledge, and the validity of our methods of inquiry. Many have criticized the aim of mainstream social science to provide an absolute, objective view of the world and have called for a reflexive stance in which we recognize all social activity, including research itself, as an ongoing endogenous accomplishment. Three main themes have emerged: a crisis of representation, an emphasis on the constitutive nature of language, and a call for reflexive approaches to research. Contemporary organizational theorists have found themselves drawn into the debate and struggling with a number of questions around how to carry out reflexive research. I examine those questions and explore the implications for organizational research. In doing so, I attempt to enact reflexivity through one layer of narrative circularity.

AbstractWe argue that lived spaces play a crucial role in influencing how people can or cannot enact their agency. Based on an interpretive ethnographic study of work in a large Sri Lankan tea plantation and drawing on the conceptual lenses of relational agency and social ecology, we explore how workers experience their ability to act agentically in relation to their social circumstances and examine the personal and social consequences. In doing so, we extend conceptualizations of relational agency as a dialectic of belonging and not belonging within a social ecology – an ongoing flow of intertwined activities and ways of being and relating to each other that create and reproduce social orders and forms of accountability.

This article aims to extend contemporary work on relational leadership theory by conceptualizing leadership as embedded in the everyday relationally-responsive dialogical practices of leaders. Relational leadership requires a way of engaging with the world in which the leader holds herself/himself as always in relation with, and therefore morally accountable to others; recognizes the inherently polyphonic and heteroglossic nature of life; and engages in relational dialogue. This way of theorizing leadership also has practical implications in helping sensitize leaders to the importance of their relationships and to features of conversations and everyday mundane occurrences that can reveal new possibilities for morally-responsible leadership. We develop and illustrate the notion of relational leadership by drawing on the work of Bakhtin and Ricoeur, and on an empirical study of Federal Security Directors.

In this article, the authors argue the need to go beyond the idea of reflective public administration to reflexive public administration. They explore the meaning of reflexivity, in particular self-and critical reflexivity, and suggest that reflexive practice is crucial to public administration because it can lead to more critical, responsible, and ethical actions. This can provide a basis for organizational transformation. The article concludes by offering a number of resources for teaching self-and critical reflexivity.