Abstract:
This qualitative case study explored a nonformal youth leadership development program offered by a South African business school which has been identified as a transformative learning experience that ignites critical reflection and dialogue. Evidence of learning is discussed where respondents reported change in mindset and an openness to accept the limitations of their own worldviews facilitated by seeing the “other” world. It serves as a catalyst for individual transformation and change, which challenges frames of unconscious separation and misinterpretations that many young people have, which reflect the outcomes of the transformative learning pedagogy. This article brings to light an intervention developed as a commitment and catalyst for social justice and inclusion that takes place in the context of a country, marked by great inequality, deep divisions and misunderstanding amongst previously separated groups.
We believe that this manuscript is appropriate for publication by JME as it speaks to the primary focus of enhancing learning in the field of management education with a focus on social issues and diversity management in business. It serves as an Instructional Change in Context article where we describe and analyze a curricular change initiative within a specific cultural context with the aim of benefitting readers who may be in a similar situation
