ABSTRACT
Despite the importance of experiential learning to the challenge of poverty in management education, the range of relevant experiential perspectives has remained largely unexplored and practical guidance on ethical and other risk issues in the use of these methods is often absent. This chapter discusses and provides examples of three theoretical approaches to experiential learning in poverty-related management education (i.e. pragmatism, critical praxis and embodiment). For each approach, the teaching boundary that is transcended relative to conventional classroom instruction is identified, and the anticipated benefits and limitations of doing so are described. Practical consideration is then given to the ethical and risk issues associated with the transcendence of conventional teaching boundaries that need to be attended if the promise of experiential learning is to be fully realized. Lessons learned about the use of experiential learning in poverty-related management education are provided.
