Beyond Managism: Negotiated Narratives and Critical Management Education in Practice

A pragmatist conception of critical management education and learning is first set out. This accepts a degree of ‘functionality’ between management study and management practice. It is, however, a non‐managerialist and non‐technicist functionality. The criterion for judging critical management learning cannot be how well it reveals truths in any absolute or foundationalist sense. The only possible criterion is how well, relative to alternative types of learning, it informs the practices of people involved in managerial situations (regardless of whether these are managers or not). Next, one way of applying pragmatist critical management principles is outlined. This works through negotiated narratives and stands as an alternative to orthodox management education approaches – ones to which the critical concept of scholarism is applied. The outline is then developed through an ethnographic style account of an instance of such a practice. Central to this piece of teaching and learning practice is the critical concept of managism . Managist discourse and its role in framing managerial thinking and practices is examined and debated by the management class in the process of attempting collectively to make sense of stories brought to the class by both the students and the teacher. The basic ‘story’ that the paper tells is rehearsed at the end in the form of a fairy tale. This is done as an alternative to concluding or ‘closing’ the paper. The story of critical management education and learning and what is done in its name continues to unfold.