Untested Feasibility as Progressive Performativity: Towards a Desirable Future Through Transformative Responsible Management Education
提出一个概念框架，基于弗莱雷的“未经检验的可行性”和全球南方认识论，重新定义负责任管理教育中的渐进式施为性，帮助教育者和机构通过批判性反思和迭代变革实现理想未来。
Abstract The call for transformation in Management Education (ME) has intensified amid global crises, including the climate emergency, social inequality, and recurrent corporate misconduct. While Responsible Management Education (RME) has emerged in response to these challenges, it often struggles to move beyond symbolic gestures towards substantive change. This paper proposes a conceptual framework, inspired by Paulo Freire's notion of untested feasibility and grounded in a Global South epistemological perspective, as a heuristic for re‐specifying progressive performativity in RME. First, it advances debates on performativity in Management Education by theorizing untested feasibility, together with critical transitivity, as a performative mechanism for situated, reflexive, and iterative transformation. Second, it addresses longstanding criticisms of RME's limited capacity to move beyond rhetoric by articulating Transformative Responsible Management Education (TRME) as a critically transitive orientation that supports the enactment of desirable futures within business schools. Third, it provides a pedagogical process‐oriented framework that supports educators and institutions in moving towards contextually desirable futures, combining the previous contributions. The paper concludes by indicating avenues for future research on how responsibility can be enacted through performative educational practices across diverse institutional and cultural contexts.