Politicizing and humanizing management learning and education with Paulo Freire

Barros, Amon; Bristow, Alexandra; Contu, Alessia; Wanderley, Sergio; Prasad, Ajnesh

doi:10.1177/13505076231221792

Management Learning

2024

DOI: 10.1177/13505076231221792

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Politicizing and humanizing management learning and education with Paulo Freire

Amon Barros,

Alexandra Bristow,

Alessia Contu

et al.

Abstract: Paulo Freire is widely acknowledged as one of the leading 20th-century philosophers of education. Freire’s ideas have been leveraged by scholars across the social sciences, including in the field of organization studies where it has come to inform extant understandings of management learning and education. While such engagements with Freire have enriched many germane discourses in our field, we have yet to excavate the full potential of his writings. This special issue aims to remedy this oversight by illumina… Show more

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Cited by 5 publications

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Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Kopnina,

Hughes,

Zhang

et al. 2024

British Educational Res J

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The Kunming‐Montreal Global Biodiversity Framework, launched during the United Nations Biodiversity Conference in December 2022, encourages governments, companies and investors to publish data on their nature‐related risks, dependencies and impacts. These disclosures are intended to drive businesses to recognise, manage and mitigate their reliance on ecosystem goods and services. However, there is a ‘biodiversity blind spot’ that is evident for most organisations and business schools. Business education rarely addresses the root causes of biodiversity loss, such as the unsustainable exploitation of natural resources. As the dominant positioning of Education for Sustainable Development Goals (ESDG) presents biodiversity in anthropocentric instrumental terms inadequate for addressing ecosystem decline, we posit that a more progressive and transformative ecocentric education through ecopedagogy and ecoliteracy is needed. Both approaches include the development of critical thinking about degrowth, the circular economy and conventional stakeholder theory to include non‐human stakeholders. Using comparative case studies from Northumbria University, the University of Hong Kong and Amsterdam University of Applied Sciences, we illustrate how business education can be transformed to address biodiversity loss, providing theoretical guidance and practical recommendations to academic practitioners and future business leaders.

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Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Kopnina,

Hughes,

Zhang

et al. 2024

British Educational Res J

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Exploring uncharted wilderness: a new conceptualization of transformative leadership education

Hoppe,

Namdar

2024

Sustain Sci

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In this explorative essay, we ask how to integrate current development in entrepreneurship education with an education for societal transformation towards sustainability, more explicitly phrased as what and how educators should teach to make students develop transformative capabilities and build action competence for leading societal transformation. We conclude that entrepreneurship education has much to offer and that educators and students ought to transgress institutional borders and explore wilderness together to learn how to create transformative leadership education. Current knowledge indicates that a purposeful education for this end should address seven complementary competencies where students learn to take action, collaborate, engage with society, manage own growth, ground themselves, scout the future, and reframe the system. Due to its inherent qualities, entrepreneurship education, built on engagement in real-world transformative problems, can be considered the most potent foundation for such aspirations. However, as current educational institutions are formed by the malfunctioning and unsustainable system they serve, today’s institutions might not be the best forerunners of change in any pedagogical practice. This is why we also conclude that progressive educators need to leave their ivory towers, classrooms, and lecture halls behind and engage in real transformative problems head-on with their students by their sides.

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The beautiful risk of participatory education: An empirical example of teaching strong sustainability

Kiss,

Köves,

Király

2024

Management Learning

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The grand challenges of our times are seriously interlinked: ecological crises cannot be tackled separately from social problems. In the strong sustainability approach, a good life for all must be achieved within ecological boundaries. To respect the planetary boundaries, it is required to provide critiques for the current economic, social and political order and suggest concrete actions that may lead to strong sustainability transformation. Business schools must address these challenges and provide solutions through educational content and innovative teaching methods. In this article, we argue that participatory education is the appropriate tool to teach strong sustainability in business schools. Building on Paulo Freire’s critical pedagogy and Gert Biesta’s participatory education theories, we developed a theoretical framework to understand how these theories can strengthen strong sustainability education. Using the analytical framework, we explore the risks of participatory education in our Degrowth course and bring empirical examples of its impacts on students by analysing the reflection articles of 37 students. According to our findings, this particular type of education creates both positive emotions, like enjoyment and enthusiasm, and negative ones, like anxiety and helplessness.

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Politicizing and humanizing management learning and education with Paulo Freire

Cited by 5 publications

References 49 publications

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Business education and its paradoxes: Linking business and biodiversity through critical pedagogy curriculum

Exploring uncharted wilderness: a new conceptualization of transformative leadership education

The beautiful risk of participatory education: An empirical example of teaching strong sustainability

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