Pub Date : 2022-01-28DOI: 10.1080/14759551.2022.2026947
Mathias Karlsson
ABSTRACT The current neo-liberalization of academia threatens the historical role of the university as a safe haven where critical thinking and intellectual emancipation can take place. Instead of educating questioning and independent knowledge seekers, much teaching centres on producing employable, efficient and uncritical workers who instrumentally solve problems within the given system. This essay considers the possibilities and limitations of contesting the neo-liberalization of academia through the teaching practice of not-knowing. This is done by drawing upon the work of Jacques Ranciére and by exploring how ignorant university teaching practices might lead to intellectually emancipated students. To push our imagination and understanding, the film Dead Poets Society is used as an empirical illustration.It is shown that ignorant (university) teachers can intellectually emancipated students through the practice of not-knowing by: (1) practising our own equality; (2) announcing the students’ inevitable equality; and (3) creating spaces for intellectual emancipation for our students.
{"title":"In pursuit of ignorant university teachers and intellectually emancipated students","authors":"Mathias Karlsson","doi":"10.1080/14759551.2022.2026947","DOIUrl":"https://doi.org/10.1080/14759551.2022.2026947","url":null,"abstract":"ABSTRACT The current neo-liberalization of academia threatens the historical role of the university as a safe haven where critical thinking and intellectual emancipation can take place. Instead of educating questioning and independent knowledge seekers, much teaching centres on producing employable, efficient and uncritical workers who instrumentally solve problems within the given system. This essay considers the possibilities and limitations of contesting the neo-liberalization of academia through the teaching practice of not-knowing. This is done by drawing upon the work of Jacques Ranciére and by exploring how ignorant university teaching practices might lead to intellectually emancipated students. To push our imagination and understanding, the film Dead Poets Society is used as an empirical illustration.It is shown that ignorant (university) teachers can intellectually emancipated students through the practice of not-knowing by: (1) practising our own equality; (2) announcing the students’ inevitable equality; and (3) creating spaces for intellectual emancipation for our students.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"194 - 215"},"PeriodicalIF":1.6,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45801425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/14759551.2022.2028147
B. Acevedo, Romas Malevicius, Hassiba Fadli, Carmen Lamberti
ABSTRACT Although there have been important developments in the provision of education for sustainability, the focus remains on the transmission of knowledge, and analysis of case studies that seldom relate to the daily lives and concerns of higher education students. Scholars and educators have pointed to alternatives that engage with authentic aspects of learning, including critical thinking, socio-emotional aspects, creativity and a renewed focus on nurturing values and virtues, offering a meaningful alternative for education. In this paper, we draw upon our own experience of more than 10 years treading the path of education for sustainability in management studies and our integration of aesthetics through the use of art-based methods and beauty. We focus on three collaborative educational experiences, where we have aimed at integrating conversations following Heather Höpfl’s ideas on virtues and aesthetics in management education. We argue that knowledge alone is not enough to engage students to make durable changes, and we suggest exploring aesthetics in its different manifestations for meaningful transformations in education for sustainability.
{"title":"Aesthetics and education for sustainability","authors":"B. Acevedo, Romas Malevicius, Hassiba Fadli, Carmen Lamberti","doi":"10.1080/14759551.2022.2028147","DOIUrl":"https://doi.org/10.1080/14759551.2022.2028147","url":null,"abstract":"ABSTRACT Although there have been important developments in the provision of education for sustainability, the focus remains on the transmission of knowledge, and analysis of case studies that seldom relate to the daily lives and concerns of higher education students. Scholars and educators have pointed to alternatives that engage with authentic aspects of learning, including critical thinking, socio-emotional aspects, creativity and a renewed focus on nurturing values and virtues, offering a meaningful alternative for education. In this paper, we draw upon our own experience of more than 10 years treading the path of education for sustainability in management studies and our integration of aesthetics through the use of art-based methods and beauty. We focus on three collaborative educational experiences, where we have aimed at integrating conversations following Heather Höpfl’s ideas on virtues and aesthetics in management education. We argue that knowledge alone is not enough to engage students to make durable changes, and we suggest exploring aesthetics in its different manifestations for meaningful transformations in education for sustainability.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"263 - 278"},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42307773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/14759551.2022.2029442
Ana Paula Lafaire, Ari Kuismin, J. Moisander, Leni Grünbaum
ABSTRACT How can artistic intervention facilitate empathic engagement with work-related uncertainty in postgraduate management education? To examine this, we theorize artistic intervention as creating an interspace of temporarily suspended organizational norms through which empathy as relational knowing can emerge between participants. Drawing on an ethnographic study entitled Becoming in Academia, a nine-month artistic intervention conducted by a group of doctoral students in a Nordic business school (NBS), this paper highlights how an interspace for empathic engagement with work-related uncertainty was created by the participants through three intervention activities: aligning oneself to the other, narrating a collective validation, and acknowledging the agency of the other. In contributing to arts-based management education research, the paper theorizes and empirically elaborates on empathic knowing as emerging from activities of artistic intervention, opening an interspace, and providing new insight into arts-based methods as means for engaging with uncertainty within management education.
{"title":"Interspace for empathy: engaging with work-related uncertainty through artistic intervention in management education","authors":"Ana Paula Lafaire, Ari Kuismin, J. Moisander, Leni Grünbaum","doi":"10.1080/14759551.2022.2029442","DOIUrl":"https://doi.org/10.1080/14759551.2022.2029442","url":null,"abstract":"ABSTRACT How can artistic intervention facilitate empathic engagement with work-related uncertainty in postgraduate management education? To examine this, we theorize artistic intervention as creating an interspace of temporarily suspended organizational norms through which empathy as relational knowing can emerge between participants. Drawing on an ethnographic study entitled Becoming in Academia, a nine-month artistic intervention conducted by a group of doctoral students in a Nordic business school (NBS), this paper highlights how an interspace for empathic engagement with work-related uncertainty was created by the participants through three intervention activities: aligning oneself to the other, narrating a collective validation, and acknowledging the agency of the other. In contributing to arts-based management education research, the paper theorizes and empirically elaborates on empathic knowing as emerging from activities of artistic intervention, opening an interspace, and providing new insight into arts-based methods as means for engaging with uncertainty within management education.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"227 - 244"},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48558928","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-24DOI: 10.1080/14759551.2022.2029443
Ayman Adham
ABSTRACT Using the labour process theory as an analytical lens, this research revisits the concept of neo-patriarchy with the aim of exploring what it means for manager-worker relations in male-only workplaces. The empirical findings from the in-depth qualitative case study show that neo-patriarchal societal structure is reinforced at the workplace level as the firm deliberately excludes hiring females, eliminates most formal regulations, and managers rely on informal practices to recruit, reward and control labour. This has resulted in workers solidifying personal relationships ‘wasta’ to reduce effort and receive extra benefits. This article makes two contributions: first, it brings the capitalist logic of profit generation into the analysis of manager-worker relations in neo-patriarchal societies. Second, it contributes to the literature on workplace relations in the Arab Middle East by exploring the material base of excluding female labour (i.e. patriarchy) and the use of informal managerial tactics to subordinate male labour (i.e. neo-patriarchy).
{"title":"The informal mode of management: neo-patriarchy and wasta in a Saudi organisation","authors":"Ayman Adham","doi":"10.1080/14759551.2022.2029443","DOIUrl":"https://doi.org/10.1080/14759551.2022.2029443","url":null,"abstract":"ABSTRACT Using the labour process theory as an analytical lens, this research revisits the concept of neo-patriarchy with the aim of exploring what it means for manager-worker relations in male-only workplaces. The empirical findings from the in-depth qualitative case study show that neo-patriarchal societal structure is reinforced at the workplace level as the firm deliberately excludes hiring females, eliminates most formal regulations, and managers rely on informal practices to recruit, reward and control labour. This has resulted in workers solidifying personal relationships ‘wasta’ to reduce effort and receive extra benefits. This article makes two contributions: first, it brings the capitalist logic of profit generation into the analysis of manager-worker relations in neo-patriarchal societies. Second, it contributes to the literature on workplace relations in the Arab Middle East by exploring the material base of excluding female labour (i.e. patriarchy) and the use of informal managerial tactics to subordinate male labour (i.e. neo-patriarchy).","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"167 - 183"},"PeriodicalIF":1.6,"publicationDate":"2022-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1080/14759551.2022.2028146
Kristian Firing, Rannveig Björk Thorkelsdóttir, Tatiana Chemi
ABSTRACT The aim of this study was to develop new knowledge about theatre as a form of and platform for learning in leadership development. We asked: How is theatre perceived as learning in leadership development? The context of our study was leadership training at the Royal Norwegian Air Force Academy, where a group of 14 leaders was given the assignment The Theatre of War: Planning and performing a five-act show for an audience of 50 people at the city theatre. Eight in-depth interviews were conducted and participatory observations were documented in the educator’s logbook. Our data analysis developed five categories of findings. Our research points out at the ways in which theatre is perceived as learning in leadership development, broadening from the feeling of uncertainty and anxiety to the experience of community, holistic identity, empathy towards the other and oneself, and transformative learning.
{"title":"The Theatre of War: leader development between personal identity and person-in-role","authors":"Kristian Firing, Rannveig Björk Thorkelsdóttir, Tatiana Chemi","doi":"10.1080/14759551.2022.2028146","DOIUrl":"https://doi.org/10.1080/14759551.2022.2028146","url":null,"abstract":"ABSTRACT The aim of this study was to develop new knowledge about theatre as a form of and platform for learning in leadership development. We asked: How is theatre perceived as learning in leadership development? The context of our study was leadership training at the Royal Norwegian Air Force Academy, where a group of 14 leaders was given the assignment The Theatre of War: Planning and performing a five-act show for an audience of 50 people at the city theatre. Eight in-depth interviews were conducted and participatory observations were documented in the educator’s logbook. Our data analysis developed five categories of findings. Our research points out at the ways in which theatre is perceived as learning in leadership development, broadening from the feeling of uncertainty and anxiety to the experience of community, holistic identity, empathy towards the other and oneself, and transformative learning.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"330 - 344"},"PeriodicalIF":1.6,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49428550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-18DOI: 10.1080/14759551.2022.2028148
D. Ericsson, Robert Stasinski, Emma Stenström
ABSTRACT In this paper, we advance the conversation about management education by outlining a future scenario of management teaching in which art is employed as a method, learning goal, and methodology. The scenario is informed by our personal experiences of teaching management and art expressed in terms of three design principles for management education: the principles of body, mind, and soul; and it is presented as an ethnography from the future. This future is envisioned to be characterized by four assumptions: that students are co-creators of knowledge; that the role of teachers is to facilitate the students’ learning processes; that Artificial Intelligence is an integral part of learning processes; and that the primary learning objective for the students is to develop their relations to the world and contribute with feasible future solutions to wicked problems and global challenges.
{"title":"Body, mind, and soul principles for designing management education: an ethnography from the future","authors":"D. Ericsson, Robert Stasinski, Emma Stenström","doi":"10.1080/14759551.2022.2028148","DOIUrl":"https://doi.org/10.1080/14759551.2022.2028148","url":null,"abstract":"ABSTRACT In this paper, we advance the conversation about management education by outlining a future scenario of management teaching in which art is employed as a method, learning goal, and methodology. The scenario is informed by our personal experiences of teaching management and art expressed in terms of three design principles for management education: the principles of body, mind, and soul; and it is presented as an ethnography from the future. This future is envisioned to be characterized by four assumptions: that students are co-creators of knowledge; that the role of teachers is to facilitate the students’ learning processes; that Artificial Intelligence is an integral part of learning processes; and that the primary learning objective for the students is to develop their relations to the world and contribute with feasible future solutions to wicked problems and global challenges.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"313 - 329"},"PeriodicalIF":1.6,"publicationDate":"2022-01-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46857559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-23DOI: 10.1080/14759551.2021.2019737
Marcelo de Souza Bispo, Aline Lacerda Lino da Silva
ABSTRACT This article aims to understand the role of ‘senses in action’ and how they become forms of organizing gourmetization and gastronomy in a texture of practices based on the ‘Festa Junina’ in Campina Grande, Paraíba State (Brazil). The ‘Festa Junina’ is the largest Saint John’s Festival in the world. Drawing on the perspective of practice theories, we present how the gourmet culture influences gastronomy practice in the festival, focusing on aesthetic judgments and sensible knowledge. We performed sensory ethnography during two years of the festival (2017 and 2018). Our results show that gourmetization and gastronomy practices involve sensing: (a) the artisanal, (b) the enactment of quality in dish preparation, (c) materiality, and (d) taste-making. We conclude that gourmetization is an emerging phenomenon in gastronomy practice, highlighting the role of the senses in contemporary forms of organizing and culture.
{"title":"Sensing gourmetization and gastronomy as organizing practices","authors":"Marcelo de Souza Bispo, Aline Lacerda Lino da Silva","doi":"10.1080/14759551.2021.2019737","DOIUrl":"https://doi.org/10.1080/14759551.2021.2019737","url":null,"abstract":"ABSTRACT This article aims to understand the role of ‘senses in action’ and how they become forms of organizing gourmetization and gastronomy in a texture of practices based on the ‘Festa Junina’ in Campina Grande, Paraíba State (Brazil). The ‘Festa Junina’ is the largest Saint John’s Festival in the world. Drawing on the perspective of practice theories, we present how the gourmet culture influences gastronomy practice in the festival, focusing on aesthetic judgments and sensible knowledge. We performed sensory ethnography during two years of the festival (2017 and 2018). Our results show that gourmetization and gastronomy practices involve sensing: (a) the artisanal, (b) the enactment of quality in dish preparation, (c) materiality, and (d) taste-making. We conclude that gourmetization is an emerging phenomenon in gastronomy practice, highlighting the role of the senses in contemporary forms of organizing and culture.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"379 - 397"},"PeriodicalIF":1.6,"publicationDate":"2021-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41776278","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-22DOI: 10.1080/14759551.2021.2017935
François-Régis Puyou
ABSTRACT This article advocates in favor of using existing qualitative research in management as a source of narratives relevant for teaching purposes. It suggests that empirical sections of selected academic articles (i.e. scientific literature with a small ‘l’) can be isolated from their context (abstract, introduction, literature review, methodology etc.) and read as short stories (i.e. Literature with a capital ‘L’) with noticeable pedagogical benefits. It builds on the author’s personal experience of a pedagogical experiment during which empirical sections from qualitative research articles published in the field of management accounting were used as stories to enhance classroom learning experience for teachers and students alike. It argues that such stories offered a unique combination of original narratives (like novels) with scientific legitimacy (like business cases) that enriched the students’ critical understanding of what is not there in much contemporary accounting education practices: uncertainty, ambiguity, doubt and subjectivity.
{"title":"Teaching to read empirical sections from qualitative academic management literature as Literature","authors":"François-Régis Puyou","doi":"10.1080/14759551.2021.2017935","DOIUrl":"https://doi.org/10.1080/14759551.2021.2017935","url":null,"abstract":"ABSTRACT This article advocates in favor of using existing qualitative research in management as a source of narratives relevant for teaching purposes. It suggests that empirical sections of selected academic articles (i.e. scientific literature with a small ‘l’) can be isolated from their context (abstract, introduction, literature review, methodology etc.) and read as short stories (i.e. Literature with a capital ‘L’) with noticeable pedagogical benefits. It builds on the author’s personal experience of a pedagogical experiment during which empirical sections from qualitative research articles published in the field of management accounting were used as stories to enhance classroom learning experience for teachers and students alike. It argues that such stories offered a unique combination of original narratives (like novels) with scientific legitimacy (like business cases) that enriched the students’ critical understanding of what is not there in much contemporary accounting education practices: uncertainty, ambiguity, doubt and subjectivity.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"279 - 295"},"PeriodicalIF":1.6,"publicationDate":"2021-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44722859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-10DOI: 10.1080/14759551.2021.2015350
S. Blithe, Jennifer L. Lanterman
ABSTRACT Gun culture in the Unites States is enmeshed in controversy, and is frequently described as a monolithic, static construct. In this paper, we argue that instead, gun culture is a fluid and fragmented collective of multiple subcultures that overlap, contradict, and coexist. Based on data collected through a collaborative event ethnography (CEE) at gun shows, we found that while gun collective members do strongly identify with gun culture, they also disidentify, schizo-identify, multi-identify, and change their identifications across multiple subcultures. In this way, people engage in protean identification, constantly changing arrays of organizational identifications. Ultimately, these contributions are useful for understanding stigmatized, hidden, or highly complex collectives and have practical implications for gun policy.
{"title":"Subcultural variability and protean-identification in gun culture","authors":"S. Blithe, Jennifer L. Lanterman","doi":"10.1080/14759551.2021.2015350","DOIUrl":"https://doi.org/10.1080/14759551.2021.2015350","url":null,"abstract":"ABSTRACT Gun culture in the Unites States is enmeshed in controversy, and is frequently described as a monolithic, static construct. In this paper, we argue that instead, gun culture is a fluid and fragmented collective of multiple subcultures that overlap, contradict, and coexist. Based on data collected through a collaborative event ethnography (CEE) at gun shows, we found that while gun collective members do strongly identify with gun culture, they also disidentify, schizo-identify, multi-identify, and change their identifications across multiple subcultures. In this way, people engage in protean identification, constantly changing arrays of organizational identifications. Ultimately, these contributions are useful for understanding stigmatized, hidden, or highly complex collectives and have practical implications for gun policy.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"148 - 166"},"PeriodicalIF":1.6,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43365616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-09DOI: 10.1080/14759551.2021.2007916
Emmanouela Mandalaki, Noortje van Amsterdam, Ely Daou
ABSTRACT This paper offers a reflexive ethnographic account to problematize conventional approaches to academic teaching that focus purely on rational, disembodied, and linear production and consumption of knowledge, in neoliberal, metric-driven academic environments. Interweaving diary notes and reflexive dialogical exchanges with images of arts-based teaching, we discuss how we might engage both students and teachers in embodied and relational forms of learning and knowing grounded in experiences of unknowing and unlearning. We discuss the potentials of exposing in the classroom the messy, ‘dirty’, dreamy, sensuous, embodied, affective and artistic work that informs teaching differently to disrupt conventional Business School pedagogies. Engaging with such creative possibilities might, we suggest, meaningfully transform management education and enable educators to cultivate an epistemic humility that transcends the ego. Therefore, this meshwork of teaching against the grain might also help resist and hopefully reframe contextual constraints and hierarchical dynamics impeding meaningful and relational Business School pedagogies.
{"title":"The meshwork of teaching against the grain: embodiment, affect and art in management education","authors":"Emmanouela Mandalaki, Noortje van Amsterdam, Ely Daou","doi":"10.1080/14759551.2021.2007916","DOIUrl":"https://doi.org/10.1080/14759551.2021.2007916","url":null,"abstract":"ABSTRACT This paper offers a reflexive ethnographic account to problematize conventional approaches to academic teaching that focus purely on rational, disembodied, and linear production and consumption of knowledge, in neoliberal, metric-driven academic environments. Interweaving diary notes and reflexive dialogical exchanges with images of arts-based teaching, we discuss how we might engage both students and teachers in embodied and relational forms of learning and knowing grounded in experiences of unknowing and unlearning. We discuss the potentials of exposing in the classroom the messy, ‘dirty’, dreamy, sensuous, embodied, affective and artistic work that informs teaching differently to disrupt conventional Business School pedagogies. Engaging with such creative possibilities might, we suggest, meaningfully transform management education and enable educators to cultivate an epistemic humility that transcends the ego. Therefore, this meshwork of teaching against the grain might also help resist and hopefully reframe contextual constraints and hierarchical dynamics impeding meaningful and relational Business School pedagogies.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"245 - 262"},"PeriodicalIF":1.6,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43048418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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