Affirmative Critique as Minor Qualitative Critical Inquiry

Critical perspectives of entrepreneurship have gained increasing traction over the last two decades. The transformative potential of critical research resides in challenging some of entrepreneurship research's epistemological, ontological and theoretical assumptions, with a view to offering a range of alternatives.Critical research in entrepreneurship has remained fragmented, however, due to its heterogeneous theoretical lineages and compartmentalized and niche interests. Addressing this situation, our objective is to intensify the space of critique in entrepreneurship research by offering a theoretically informed typology that delineates different manifestations of 'criticalness'. Our overarching contribution is to advance a typology distinguishing four ideal types of critical entrepreneurship research based on evaluative emphases (referred to as 'valence') and the meta-theoretical assumptions informing its critical operation (called 'paradigmatic orientation'). By demonstrating the variegated political, ethical and ideological interests and preoccupations that critical studies serve within different management sub-disciplines, the typology provides a conceptual vocabulary for making sense of and synthesizing critical perspectives across scholarly boundaries. Also, it helps to reposition understandings of critique as gestures of negativity by stimulating a greater appreciation of the generative potential of critique and the theoretical and philosophical possibilities that this can bring to our scholarly community.

show abstract

A Sentient Planet as a School; a School as a Community Garden: Toward Eco-Creative Think-Practicing

Rocha-Bravo,

Golovátina-Mora

2024

Qualitative Inquiry

View full text Add to dashboard Cite

The article revisits the notion of theory as differential becoming with a diffractive reading of two practices through/with each other: the curricular project of environmental education in Colombian schools and walking through Colombian volcanic selva. The article discusses both experiences as a practice of being-of living knowledge. Such knowledge is not just practical, functional, or instrumental; it is meaningful because it is co-created, emergent from being/becoming-with. The environmental education classroom discussed in the article is seen as an ecosystem. Academic reflexivity and the process of writing are approached as an ecosystem as well. We argue that decolonized/-ing inquiry requires inner decolonization as a person, as a field, and as academia by overcoming any homogeneous tendency toward being creatively and diversely more-than-theory.

show abstract

Affirmative Critique as Minor Qualitative Critical Inquiry

Cited by 3 publications

References 47 publications

Nick-Storying and the Body’s Immersion and Participation in the World: Forming Aggregates for Early Childhood Education

Nick-Storying and the Body’s Immersion and Participation in the World: Forming Aggregates for Early Childhood Education

Critical research and entrepreneurship: A cross‐disciplinary conceptual typology

A Sentient Planet as a School; a School as a Community Garden: Toward Eco-Creative Think-Practicing

Contact Info

Product

Resources

About