This article aims to make a limited contribution to critical pedagogy by focusing on an empirically based evaluation of the difficulties surrounding its potential realization. It discusses the student response to different pedagogical approaches and the institutional context in which pedagogies are implemented. We examine whether it is possible for management teachers to implement a critical pedagogy to a greater extent and potential barriers (and facilitators) to this. We focus on the process, rather than content, of a critical approach. More particularly, the concern is with the possibility of attaining a critical dialogue in MBA teaching towards which both management teachers and students can contribute.
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