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Abstract

In this paper we draw on our teaching and learning experiences in the management classroom, to illustrate how reflective teaching practices and experiential learning can be used to incorporate critical pedagogy into the SoTL. The exercise described within is one which, at first glance, appears very simple and straight forward, and is perhaps the most basic example of all our experiential practices. However, we found this simple exercise to have powerful learning and reflection effects for both the students and ourselves. This experience, and our subsequent pedagogical reflection, reaffirms the need for educators to remain present in the classroom, and reflective about the impacts of their teaching practices on students.

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