激进管理人员的气候教育:超越牛市****永恒经济增长的童话

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Oliver Laasch
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引用次数: 0

摘要

在这篇文章中,我认为我们应该激进化管理气候变化教育,因为增量和适应性形式的负责任管理学习和教育(RMLE)与气候危机的紧迫性、性质和严重性不一致。我提出了三种激进RMLE的做法,并通过来自去增长背景的例子来说明它们。首先,管理教育工作者应该参与反范式的行为政治,以破坏气候破坏理论的现实,并“实现”更好的替代理论。其次,作为管理教育者,我们应该让自己、学生和更广泛的利益相关者参与到超越和挑战有问题的主流管理范式的反范式思想中来。第三,我们应该探索我们和我们的学生可以从激进的气候运动的公民不服从中学到什么以及如何学习,以破坏气候破坏的做法。在本文中,我的目标是激发和促进关于气候变化教育及其他方面的RMLE激进化的迫切需要的讨论。因此,我在结束这篇文章时邀请大家进行反驳,并为教育从业者和研究人员提出一些重要的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Radicalizing Managers’ Climate Education: Getting Beyond the Bull**** Fairy Tale of Eternal Economic Growth
In this essay, I argue that we should radicalize managerial climate change education given that incremental and accommodative forms of responsible management learning and education (RMLE) are at odds with the urgency, nature, and magnitude of the climate crisis. I argue for three practices to radicalize RMLE, and illustrate them through examples from a degrowth context. First, management educators should engage in anti-paradigmatic performative politics to disrupt the reality-making of climate damaging theories, and “realize” better alternative theories. Second, as management educators, we should engage ourselves, our students, and wider stakeholders in anti-paradigmatic thought that transcends and challenges problematic mainstream management paradigms. Third, we should explore what and how we and our students can learn from radical climate movements’ civil disobedience, in order to disrupt climate-damaging practices. In this paper, I aim to provoke and facilitate urgently needed discussions about the radicalization of RMLE for climate change education and beyond. Therefore, I close this essay with an invitation for rejoinders and suggest salient implications for educational practitioners and researchers.
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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