Publicado Jan 10, 2019


Google Scholar
Search GoogleScholar

Pauline Fatien Diochon

Robert Garvey

David Gray



The above quotation taps into something within the human condition that is potentially
at least, very powerful. We, human beings, have aspirations; flying might be just one of
them! But the central point here is that “the majority of people” often comply or silence
their aspirations. In some contexts around the world, silence and compliance could be
seen as the “rational” choice. However, even within great oppressive regimes, the human
spirit may shine through, and empowerment can potentially emerge.
Our complex and dangerous times set the context for both tragedy and hope. Against this
backdrop, this special issue of Cuadernos de Administracion explores the ways in which
leadership spirit can develop. To be more specific, we delve into this tension between
tragedy and hope through the four following main themes:
• The spaces for learning
• Crossing boundaries for learning
• Timing in learning
• Power dynamics in learning spaces


leadership, learning design, empowerment, forms of developmentliderazgo, diseño de aprendizaje, empoderamiento, formas de desarrollo

Arnaud, G. (2003). A coach or a couch? A Lacanian perspective on executive coaching and
Consulting. Human Relations, 56(9), 1131-1154.
Barnett, R. (1994). The Limits of Competence. London: Open University Press and Society for
Research into Higher Education.
Batool, B. F. (2013). Emotional intelligence and effective leadership. Journal of Business Studies
Quarterly, 4(3), 84-94.
Bauman, Z. (1989). Modernity and the Holocaust. Cambridge: Polity.
Bernstein, B. (1971). On the Classification and Framing of Educational Knowledge. In Young,
M. F. (ed.), Knowledge and Control: New Directions for the Sociology of Education (pp. 47-
69). London: Open University, Collier-MacMillan.
Boyatzis, R., & Ratti, F. (2009). Emotional, social and cognitive intelligence competencies
distinguishing effective Italian managers and leaders in a private company and
cooperatives. Journal of Management Development, 28(9), 821-838.
Bruner, J. (1985). Vygotsky: A historical and conceptual perspective. In Wertsch, J. V. Culture,
Communication and Cognition: Vygotskian perspectives. Cambridge, London and N.Y.:
Cambridge University Press.
Burnison, G. (2012). The twelve absolutes of leadership. New York: McGraw-Hill.
Cunliffe, A. (2004). On becoming a critically reflexive practitioner. Journal of Management
Education, 28(4), 407-426.
Fatien Diochon, P., & Nizet, J. (2015). Ethical Codes and Executive Coaches: One size does not
fit all. Journal of Applied Behavioral Science, 51(2), 277-301.
Garvey, B. (2014). Neofeudalsim, Surveillance and Supervision. e-Organisations & People,
21(4), 41-49.
Garvey, B., & Williamson, B. (2002). Beyond Knowledge Management: Dialogue, Creativity and
the Corporate Curriculum. Harlow: Pearson Education.
Garvey, B., Stokes, P., & Megginson, D. (2017). Coaching and mentoring theory and practice, 3rd
ed., London: Sage Publication.
Garvey, B. (2011). A very short, slightly interesting and reasonably cheap book on Coaching and
Mentoring. London, UK: Sage Publication.
Grant, A. M. (2007). Enhancing coaching skills and emotional intelligence through training.
Industrial and Commercial Training, 39(5), 257-266.
Habermas, J. (1970). Technology and science as “ideology”. In Shapiro, J. (ed.), Toward a Rational
Society: Student protest, science, and politics. Boston: Beacon Press.
Habermas, J. (1974). Theory and Practice. London, UK: Heineman.
Habermas, J. (1989). The Theory of Communicative Competence: The Critique of Functionalist
Reason, 2. Cambridge, UK: Polity.
Hamlin, R., Kim, S., Chai, D., Kim, J., & Jeong, S. (2016). Perceived managerial and leadership
effectiveness within South Korean and British private companies: a derived etic
comparative study. Human Resource Development Quarterly, 27(2), 237-269.
Jackson, B., & Parry, K. (2011). A very short, fairly interesting and reasonably cheap book about
studying leadership, 2nd ed., London: Sage Publication.
Jarvis, P. (1992). Paradoxes of Learning: On Becoming an Individual in Society. San Francisco,
CA: Jossey-Bass Higher Education Series.
Jørgensen, K., & Fatien Diochon, P. (2018). Creative coaching in the organizational space of
appearance. Paper presented at the LAEMOS Conference, Buenos Aires, 22-24 March.
Knowles, M. (1984) Andragogy in Action. San Francisco: Jossey-Bass.
Kouzes, J. M., & Posner, B. S. (2012). The leadership challenge, how to make extraordinary things
happen in organisations, 5th ed. San Francisco: Jossey-Bass.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge:
Cambridge University Press.
Louis, D., & Fatien Diochon, P. (2018). The coaching space: A production of power relationships
in organizational settings. Organization, 25(6), 710-731.
Marcuse, H. (1991). One-dimensional man: studies in the ideology of advanced industrial society,
2nd ed. Boston: Beacon Press.
Mayer, J., Salovey, P., Caruso, D., & Sitarenios, G. (2001). Emotional intelligence as a standard
intelligence. Emotions, 1(3), 232-242.
Megginson, D., & Boydell, T. (1979). A Manager’s Guide to Coaching. London: BACIE.
Nielsen, A., & Nørreklit, H. (2009). A discourse analysis of the disciplinary power of management
coaching. Society and Business Review, 4(3), 202-214.
Salovey, P., & Mayer, J. (1990). Emotional intelligence. Imagination, Cognition and Personality,
9(3), 185-211.
Sennett, R. (1998). The Corrosion of Character: the Personal Consequences of work in the New
Capitalism. New York: W.W. Norton and Company.
Shearing, C. (2001). Punishment and the Changing Face of the Governance. Punishment &
Society, 3(2), 203-220.
Shoukry, H. (2016). Coaching for emancipation: A framework for coaching in oppressive
environments. International Journal of Evidence Based Coaching and Mentoring, 14(2),
Vygotsky, L. (1978). Interaction between learning and development. In: Cole, M. et al. Mind in
society (pp. 79-91). Cambridge: Cambridge University Press.
Yukl, G. (2013). Leadership in organisations, 8th ed. Essex: Pearson Education Ltd.
Cómo citar
Fatien Diochon, P., Garvey, R., & Gray, D. (2019). The times and spaces of leadership development: (un)designing learning. Cuadernos De Administración, 31(57), 5 - 17.