Critical Management Education as a Vehicle for Emancipation: Exploring the Philosophy of Jacques Rancière

Isabelle Huault (isabelle@huault.net) and Véronique Perret
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Véronique Perret: DRM - Dauphine Recherches en Management - Université Paris Dauphine-PSL - PSL - Université Paris Sciences et Lettres - CNRS - Centre National de la Recherche Scientifique

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Abstract: This paper aims to contribute to the literature on Critical Management Education (CME) by drawing on the work of philosopher, Jacques Rancière, whose thinking provides a means of resolving the dilemma underlying CME. It raises fundamental questions regarding the position of authority and the expertise of the critical educator, while at the same time dispelling the illusion of collaboration and consensus with students and managers. By presenting equality as an assumption to be actualised, Rancière invites us to reject the appropriation harboured by expert knowledge and the assignation of positions that this implies. On this basis, we can restructure the place of management and management education as a fertile ground for the emergence of dissensus in order to politicise what was neutralised and to give voice to those who have no voice.

Keywords: Emancipation; Etudes critiques en management; Pédagogie critique; Critical Management Education; Critical Management Studies; Rancière (search for similar items in EconPapers)
Date: 2011
New Economics Papers: this item is included in nep-edu
Note: View the original document on HAL open archive server: https://shs.hal.science/halshs-00664214v1
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Citations: View citations in EconPapers (3)

Published in M@n@gement, 2011, 14 (5), pp.281-309

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