Sustaining critically reflective practitioners: competing with the dominant discourse

This article argues that discourse analysis can be utilized in conjunction with other forms of analysis to develop a more critical teaching and research agenda for Human Resource Development (HRD); in particular this article suggests that the introduction of a discourse analysis perspective can support and facilitate the development of critically reflective practitioners. The article highlights the tensions inherent within competing definitions of HRD and calls attention to the power of dominant discourse and argues that HRD needs to become more critical, opening up alternative discourses in order to support learning and critically reflective practice.