Teaching Organization Practice

ABSTRACT

This paper provides an overview of how practice courses in an administration and planning concentration have been redesigned to be multi-paradigmatic and to intentionally elevate subjugated knowledge. Rational and nonrational theories are used to guide diverse program designs. Assignments are engaging educators, practitioners, and students in the teaching/learning/grading processes. These efforts are geared to preparing future leaders for practice in diverse organizations that advocate for, plan for, fund, and/or deliver human services within the United States and beyond. Early evaluative information suggests success with students. Challenges remain with colleagues who do not recognize the merits of a multi-paradigmatic approach to organization practice.

Key Words:

• Organizations
• alternatives
• theories
• practice
• subjugated
• knowledge
• curriculum