Against mastery: Epistemic decolonizing in the margins of the Business School

IF 2.8 3区管理学 Q2 MANAGEMENT

Management Learning Pub Date : 2024-03-19 DOI:10.1177/13505076241236341

Chahrazad Abdallah

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Abstract

In this provocation, I argue that epistemic decolonizing is an opposition to the Master promulgator of knowledge, the Western/Eurocentric epistemic subject position. This epistemic refusal of mastery can only happen in the margins of the Business School, and as such, it is always an unfinished project whose incompleteness should be celebrated. To develop my argument, I proceed in three steps. First, I conceptualize the Business School as a postcolony, that is, a realm of extended epistemic domination rooted in the institution’s colonial historical role. Second, I suggest an alternative understanding of the margins not only rooted in spatiality, location, or identity but as a specific minoritarian epistemic position against mastery within the postcolony. These margins are not stable and immutable but relational, constantly being made, re-made, transformed, and negotiated. They are the location for an affirmative, generative and imaginative ongoing sabotage of epistemic domination. Finally, I offer that epistemic decolonizing as a minoritarian engagement, is unavoidably incomplete, unfinished, and unfinishable as knowledge always already exists and is always already weaved from a multiplicity of entangled historical, cultural, political, and disciplinary threads.

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反对主宰：商学院边缘的非殖民化认识论

在这一挑衅中，我认为，认识论的非殖民化是对知识的主宰者，即西方/欧洲中心主义认识论主体地位的反对。这种在认识论上对主宰地位的拒绝只能发生在商学院的边缘地带，因此，它始终是一个未完成的项目，其不完整性应得到赞美。为了阐述我的论点，我分三步走。首先，我将商学院概念化为 "后殖民"，即根植于该机构殖民历史角色的扩展认识论统治领域。其次，我提出了对边缘的另一种理解，即边缘不仅植根于空间性、位置或身份，而且是后殖民中反对主宰的特定少数派认识论立场。这些边缘地带并不稳定，也不是一成不变的，而是相互关联的，不断被制造、再制造、改造和协商。它们是对认识论统治进行肯定性、生成性和想象性持续破坏的场所。最后，我认为，认识论的去殖民化作为一种少数派的参与，是不可避免的不完整、未完成和不可终结的，因为知识总是已经存在，并且总是已经由多种纠缠在一起的历史、文化、政治和学科线索编织而成。

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来源期刊

Management Learning MANAGEMENT-

CiteScore

6.10

自引率

29.20%

发文量

期刊介绍： The nature of management learning - the nature of individual and organizational learning, and the relationships between them; "learning" organizations; learning from the past and for the future; the changing nature of management, of organizations, and of learning The process of learning - learning methods and techniques; processes of thinking; experience and learning; perception and reasoning; agendas of management learning Learning and outcomes - the nature of managerial knowledge, thinking, learning and action; ethics values and skills; expertise; competence; personal and organizational change