Can critical management education found a school? An experiment of the Equality Method in a University school of management
Critical management education (CME) aims at emancipating students from the domination effects of management doxa. This article intends precisely to challenge the paradox according to which CME must reconcile the critical normativity of the teacher and the ability of the students to emancipate themselves. It draws on an experiment of Rancière’s equality method involving the students of a Master program in management in a French university. Our results highlight the significance, and the associated difficulties, of circumscribing CME to a minimal normativity of the teacher, as well as to give up on hierarchising the forms of emancipation taken on by students.