Critical Management Education
借用十多年前Ellsworth与弗莱雷教育运动的辩论框架，审视批判管理教育的现状，指出其理论和实践需要重新定位，并提出“拒绝的教育学”概念来应对批判管理教育者面临的困境。
In this article we use the frame of the debate between Ellsworth and the Freirean education movement over a decade ago to examine the current state of critical management education (CME). We question why an equivalent debate has not taken place within the field of critical management education, which also positions itself as a critical pedagogy. Our argument is that CME theory and practice need repositioning, much in the same way that Ellsworth’s challenge to critical pedagogy attempted to do for that field. We conclude that to define CME using ‘traditional’ emancipatory aims is to misread its possibilities and position as pedagogy. Instead we use the concept of ‘colonizers that refuse’, borrowed from Memmi to illuminate some of the dilemmas critical management educators face and to think through the implications of our ‘Pedagogy of Refusal’.