Films and critical pedagogy in management education: A tourism studies context

This article examines and critically assesses the role of films in the practice of critical pedagogy in undergraduate management education, by using tourism studies as a context. Utilizing online focus groups, we aim to gain an in-depth knowledge and understanding of the role of films as effective pedagogical mediums in enhancing experiential approaches to learning. We argue that films play an important role in facilitating critical analyses of the phenomenon studied, illustrating and problematizing abstract concepts and ideas, as well as in facilitating students' ability to discern multiple and alternative discourses about management. Our findings highlight the role of films in context-specific critical engagement with the content being delivered and in stimulating emotionality in learning development, thereby enhancing deep approaches to learning. Emotional responses, even negative ones, prove to be critical in engaging with intellectual and critical reflection after watching films. The findings yield new and empirical insights into the pedagogic use of films in management education, thereby contributing to some of the goals of critical management studies.

This author's accepted manuscript version is made available under the CC-BY-NC-ND 4.0 license. The final version is published by Academy of Management in the journal 'Academy of Management Learning and Education'. © Academy of Management Learning & Education