Charles Handy: The exemplary guru

Among many managers Charles Handy might well be described as a ‘world class’ management thinker. He is certainly the first British management author to have achieved international guru status. The author of widely-commended management best-sellers and MBA set texts, known through broadcasting and management videos, he has presented himself more recently as a self-styled ‘social philosopher’. But just how philosophical is he? Does he offer genuinely new ideas? And what explains his vast appeal? Ashly Pinnington considers three works from Handy’s social philosopher period. He argues that they are conservative and focused on the interests of managers and business owners rather than employees or society as a whole. Like a mediaeval friar seeking converts, Handy uses mythic structures and exempla to invest his claims and propositions with plausibility and authority. Drawing on research into management gurus as a phenomenon, Ashly Pinnington concludes that when we read authors like Handy we should attend not merely to the ‘philosophy’ but also to the way narrative techniques are used in conveying ideological and moral messages.

Editorial: Celebrating 30 years - 1973-2003

In 2003 The Australian Journal of Indigenous Education celebrates its 30th anniversary. Beginning in 1973 as The Aboriginal Child at School, the journal was a practical response to a recommendation made at the National Workshop on Aboriginal Education held in May 1971 “that a periodical publication be commenced to provide a medium for the exchange of ideas and developments in the teaching of Aborigines, for the examination of practical implications of research findings and for the recording of Aboriginal achievements” (Watts, 1973, p. 2). Funded by the Department of Aboriginal Affairs in Canberra and housed in the Department of Education and later the Aboriginal and Torres Strait Islander Studies Unit at the University of Queensland, The Aboriginal Child at School was published at two monthly intervals. It aimed to provide a medium whereby teachers in the field of Aboriginal and Torres Strait Islander education could share their thinking and their strategies for successful teaching and thereby enter into a meaningful and productive dialogue with one another (Watts, 1973, p. 2). An overarching concern of the journal was to improve and optimise children’s development and the types of pedagogies employed to provide challenging and rewarding learning experiences for Aboriginal and Torres Strait Islander children.The journal was enthusiastically embraced by a broad range of professionals and proved to be a useful resource for both experienced and beginning teachers, particularly in the primary sector.