Is There Any Future for Critical Management Studies in Latin America? Moving from Epistemic Coloniality to `Trans-Discipline'

Ibarra‐Colado, Eduardo

doi:10.1177/1350508408095822

Cited by 35 publications

(31 citation statements)

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“…(3) In so doing, decolonial feminist ethnographers can create a space in OMS to challenge the ontology of modernity that dominates the discipline and recognise that many marginalised, indigenous communities in the Global South have learned how to survive in challenging conditions and how to create something from nothing. This is the ‘real art of management and organization’ (Ibarra-Colado, 2008: 934). A decolonial feminist approach to research offers a means to decolonise OMS; it is a collaborative approach to building new knowledge that is socially, culturally and historically located.…”

Section: Resultsmentioning

confidence: 99%

Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation

Manning¹

2018

Management Learning

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Organisation and management scholars are often preoccupied with developing, refining and advancing knowledge, and in so doing, the empirical process through which knowledge is advanced can be ignored together with the impact this process can have on participants and scholars. This article draws attention to how management scholars might negotiate the complexities of positionality and representation through an illustrative case: my experience of becoming a decolonial feminist ethnographer. Drawing upon my doctoral research, I share the experience of my ethnographic journey to become a decolonial feminist ethnographer. Developing a decolonial feminist approach to ethnography enabled me to identify positionality and representation as the key complexities of engaging in research with marginalised 'Others' while also providing me with the tools to address these complexities. This is not to say that becoming a decolonial feminist ethnographer is the only way to engage in research with marginalised 'Others', but this critical approach encourages researcher reflexivity and helps in addressing the issues of positionality and representation. My approach suggests an alternative way of 'seeing and doing' ethnography motivated by an ethical commitment to the participants and the desire to respect their knowledge and experiences.

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Section: Resultsmentioning

confidence: 99%

Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation

Manning¹

2018

Management Learning

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“…According to postcolonial researchers, it is in this process that an entire knowledge area belonging to the global South, the so-called underdeveloped, became disregarded in exchange for the progressive interventions from the West. But as Ibarra-Colado (2008) explains, any uncritical acceptance of ‘Anglo-Saxon theories conditions the type of explanation of the problems of the region and the type of solutions to confront them, producing in this way a certain kind of self-imposed coloniality’ (p. 933). What does this have to do with management learning?…”

Section: Possibilities For the Future Of Management Learningmentioning

confidence: 99%

“…This brings us to the second way the geopolitics of management knowledge plays out in management learning and education, thus the push for scholars of the global South to study overseas. As Ibarra-Colado (2008) notes, with ‘the status of ‘foreign students’, they can be ‘educated properly’ before returning to their countries and teach all the secrets obtained in the modern temples of knowledge’ (p. 933). Others from the global South lament issues of language, which are seemingly only addressed by investing years of study abroad (Alcadipani et al, 2012).…”

Section: Possibilities For the Future Of Management Learningmentioning

confidence: 99%

“…The first concerns the Americanization of management education in the global South. Ibarra-Colado (2008) explains that modern Western categories of knowledge have been replicated in universities in the global South and 'dominantly, most of the Latin American researchers have been copying and pasting syllabus, theories, methodologies and other management fads and fashions manufactured in the Anglo-Saxon countries' (p. 933). The now wide-spread teaching of managers using Western pedagogy and curriculum has made for a particular type of manager with consequences for Westernizing businesses.…”

Section: Internationalization Geopolitics Of Management Knowledge Anmentioning

confidence: 99%

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Historical reflections at the intersection of past and future: Celebrating 50 years ofManagement Learning

Durepos

Maclean

Alcadipani³

et al. 2019

Management Learning

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Management Learning marks its 50th anniversary in 2020. The journal has a long history of publishing critical, reflexive scholarship on organizational learning and knowledge. This Special Issue is a forum to celebrate and build on this history through critical and reflective engagement with the past, present and future of management learning, knowledge and education. In particular, the Special Issue guest editors reflect on the future of Management Learning and outline the importance of learning from the history of and history in management learning, on reflexivity, on the archive and on the geopolitics of knowledge.

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“…Portanto, em face da ausência de uma perspectiva crítica das margens do Sul que assuma a colonialidade como uma premissa básica da modernidade (MIGNOLO, 2000; e o fato de autores latino-americanos tenderem a assimilar acriticamente as teorias vindas do Norte, sejam elas mainstream ou críticas, em um processo de autoimposição de colonialidade (IBARRA-COLADO, 2008), leva este artigo a abraçar uma perspectiva descolonial. Aqui, sugerimos que a abordagem descolonial pode ajudar a ampliar o espaço de diálogo em EOR e atenuar a colonialidade epistêmica manifesta na importação de conhecimento estrangeiro (RODRIGUES e CARRIERI, 2001; SARAIVA e CARRIERI, 2009), e a fim de não ficarmos reduzidos à situação em que "discutir estudos organizacionais na América Latina é discutir a importação, tradução e repetição de conhecimento produzido no mundo anglo-saxão e é, consequentemente, a história de um discurso falso" (IBARRA- COLADO, 2006, p. 465).…”

Section: Descolonialidade Como Uma Perspectiva Histórica Crítica a Paunclassified

Estudos organizacionais, (des)colonialidade e estudos da dependência: as contribuições da Cepal

Wanderley

2015

Cad. EBAPE.BR

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ResumoO objetivo deste artigo é (re)visitar o conceito de dependência como categoria de investigação da (e a partir da) América Latina, por meio de uma perspectiva histórica crítica descolonial, a fim de ampliar o espaço de debates em estudos organizacionais e promover alternativas à ordem neoliberal. Este ensaio terá como foco os estudos da dependência realizados pela Comissão Econômica para a América Latina e o Caribe (Cepal) durante a década de 1950 e o início dos anos 1960. A perspectiva descolonial é um constructo teórico de autores latino-americanos que se consideram herdeiros da longa tradição do pensamento social crítico da região, na qual a teoria da dependência está inserida. As propostas dos autores da dependência confrontaram as principais teorias ortodoxas do Norte produzidas à época. A partir do conceito de centro-periferia, da denúncia de assimetrias nas relações entre essas regiões, do reconhecimento da interdependência entre desenvolvimento e subdesenvolvimento, o conceito de dependência foi sendo (re)elaborado nas décadas de 1950 e 1960 por diversos autores latino-americanos como uma categoria de investigação da realidade da (e a partir da) região. Essas investigações tinham por objetivo não somente elaborar constructos teóricos, mas, também, transformar a realidade por meio da criação de diversas organizações e instituições que deveriam servir ao propósito de superar o subdesenvolvimento. A denúncia da historicidade da situação de subdesenvolvimento desnudou o caráter de neutralidade do economicismo das teorias produzidas no Norte e promoveu um encontro teórico entre economia e política que muito tem a contribuir com a área dos estudos organizacionais. Palavras-chave:Colonialidade epistêmica. Descolonialidade. Dependência. Desenvolvimento. ResumenEste artículo objetiva (re)visitar el concepto de dependencia como una categoría de investigación de la (y desde la) América Latina, a través de una perspectiva histórica crítica descolonial, con el fin de ampliar el espacio de debates en estudios organizacionales y promover alternativas al orden neoliberal. Este ensayo se centrará en los estudios de la dependencia realizados por la Comisión Económica para América Latina y el Caribe (CEPAL) durante la década de 1950 y principios de los años 1960. La perspectiva decolonial es un constructo teórico de autores latinoamericanos que se consideran herederos de la larga tradición del pensamiento social crítico de la región, en la que se inserta la teoría de la dependencia. Las propuestas de los autores de la dependencia confrontan las principales teorías ortodoxas del Norte producidas en aquella época. Desde el concepto de centro-periferia, de la queja por las asimetrías en las relaciones entre estas regiones, del reconocimiento de la interdependencia entre desarrollo y subdesarrollo, el concepto de Artigo submetido em 31 de janeiro de 2014 e aceito para publicação em 29 de setembro de 2014.

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Is There Any Future for Critical Management Studies in Latin America? Moving from Epistemic Coloniality to `Trans-Discipline'

Cited by 35 publications

References 0 publications

Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation

Becoming a decolonial feminist ethnographer: Addressing the complexities of positionality and representation

Historical reflections at the intersection of past and future: Celebrating 50 years ofManagement Learning

Estudos organizacionais, (des)colonialidade e estudos da dependência: as contribuições da Cepal

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