Learning beyond dialogue

This article outlines the different threads in the dialogic perceptions on learning, principally published in Management Learning journal, and identifies common assumptions underpinning them. It proceeds to contextualize them methodologically and conceptually to problematize dialogic lenses on learning – rather than to critique them. It claims that shunning the instances of non-dialogic learning or overlooking the research contexts in which dialogic inquiry is not expedient risks favouring certain societal and organizational discourses at the expense of others, as well as missing out on lessons which otherwise could have been learned. It concludes with an outline of a non-dialogic perspective on management learning built on existing contributions, with a view to galvanize the conversation ongoing in this journal on positionality of any pre-configured research lenses on learning. Finally, it considers the potential risks and consequences of failing to adjust one’s research accessory in accordance with one’s object of study.