Challenging Business Schools Through Subversive Performativity: The Potential of Art‐based Pedagogies
基于17年对“不可能研讨会”的研究，本文提出一个三阶段过程模型，揭示艺术教学法如何帮助商学院教授转变身份，挑战增长导向的规范，使后增长教学实践合法化。
Abstract Business schools are often criticized for reproducing growth‐oriented norms, but alternative pedagogies remain difficult to normalize. Drawing on Butler's theory of subversive performativity, this study examines how art‐based pedagogy enables academics to challenge growth logics in business schools by transforming their identities over time. Based on a 17‐year study of the Improbable seminar, combining autoethnography, archival analysis and visual semiotic analysis of 90 student artworks, we develop a process model of subversive performativity comprising three phases: doing, undoing and redoing growth norms. Across these phases, distinct identity perceptions, leveraging practices and layered conditions of possibility interact across organizational, pedagogical, student and field levels. Our findings show how professors come to inhabit hybrid academic‐activist identities that make post‐growth pedagogical practices both legitimate and institutionally viable, thereby contributing to research on performativity and management education.