Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations

Grenier, Robin S., Callahan, Jamie L., Kaeppel, Kristi and Elliott, Carole (2021) Advancing book clubs as non-formal learning to facilitate critical public pedagogy in organizations. Management Learning. ISSN 1350-5076 (In Press)

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Official URL: https://doi.org/10.1177/13505076211029823

Abstract

Book clubs are a well-known form of social engagement and are beneficial for those who take part, yet book clubs are not fully realized within management as a site for learning. This is unfortunate because book clubs that read fiction can foster social processes and help employees in search of more critical and emancipatory forms of learning. We theoretically synthesize the literature to advance current thinking with regard to book clubs as critical public pedagogy in organizations. We begin by introducing book clubs as non-formal adult learning. Then, book clubs that employ fiction as a cultural artifact are presented as a way for members to build relationships, learn together, and to engage in cultural change work. Next, the traditional notions of book clubs are made pedagogically complex through the lens of critical public pedagogy. Finally, we offer two implications: (1) as public pedagogy, book clubs can act as an alternative to traditional learning structures in organizations; and (2) book clubs, when valued as public pedagogy, can be fostered by those in management learning and HRD for consciousness raising and challenging existing mental models in their organizations.

Item Type: Article
Uncontrolled Keywords: book clubs, social justice, reflexivity, public pedagogy, learning
Subjects: L900 Others in Social studies
X900 Others in Education
Department: Faculties > Business and Law > Newcastle Business School
Depositing User: John Coen
Date Deposited: 24 Jun 2021 07:38
Last Modified: 02 Aug 2021 08:30
URI: http://nrl.northumbria.ac.uk/id/eprint/46522

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