Multilingual un/learning for decolonizing management and organization studies research and education

Elo Reiss, Candy C. Gonzalez, Anna-Liisa Kaasila-Pakanen, Camilla Quental (), Emmanouela Mandalaki, Grace Gao, Alison Pullen, Mary Vera-Colina, Alexandra Arntsen, Diego Católico, Roberto F. Feris, Anastasios Hadjisolomou, Hugh Lee, Louise Lecomte (), Ulysse Lecomte, Ruth Alejandra Patiño Jacinto, Maria Q. Obonaga, Katherine R. Quintero, Mario R. Sehuanes, Cat Spellman, Inkeri Tanhua, Maryline Thenot and Maria U. Bohorquez
Additional contact information
Elo Reiss: HSG - University of St.Gallen
Anna-Liisa Kaasila-Pakanen: Oulu Business School
Camilla Quental: Métis Lab EM Normandie - EM Normandie - École de Management de Normandie = EM Normandie Business School
Grace Gao: Newcastle University Business School
Mary Vera-Colina: Fondo des Investigación de la Faculta de Ciencias Económicas, Universidad Nacional de Colombia, Bogota
Louise Lecomte: Iaelyon - Iaelyon School of Management - UJML - Université Jean Moulin - Lyon 3 - Université de Lyon

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Abstract: This article presents a collective, multilingual writing experiment that explores decolonial un/learning in management and organization studies and management education. Grounded in embodied encounters and dialogue across borders, the text was produced through a workshop-based, relational practice of writing and writing-with difference, including moments that resist translation and refuse easy representation. We show how writing can democratize knowledge production by foregrounding ‘outsider-within' vantage points, attending to intersectional positionalities and making space for affective, situated and marginalized epistemologies. The article examines the dominance of English and the politics shaping academic visibility, highlighting how colonial standards sustain epistemic exclusion and epistemicide. We argue that decolonial learning must extend beyond curriculum reform to disrupt form, voice, language and the spaces where academics meet. We invite scholars and educators to cultivate plurivocal, ethically reflexive, politically engaged practices that expand what counts as learning and contribution in management and organization studies.

Keywords: Knowledge production; Epistemic oppression; management and organization; management learning and education; un/learning; Multilingual writing; decolonizing (search for similar items in EconPapers)
Date: 2026-07-12
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Published in Management Learning, 2026, ⟨10.1177/13505076261450190⟩

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-05696096

DOI: 10.1177/13505076261450190

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