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From the same journal

Faith and Fortune in the Post-Colonial Classroom

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Faith and Fortune in the Post-Colonial Classroom. / Harney, Stefano; Linstead, Stephen A.

In: Management Learning, Vol. 40, No. 1, 02.2009, p. 69-85.

Research output: Contribution to journalArticle

Harvard

Harney, S & Linstead, SA 2009, 'Faith and Fortune in the Post-Colonial Classroom', Management Learning, vol. 40, no. 1, pp. 69-85. https://doi.org/10.1177/1350507608099314

APA

Harney, S., & Linstead, S. A. (2009). Faith and Fortune in the Post-Colonial Classroom. Management Learning, 40(1), 69-85. https://doi.org/10.1177/1350507608099314

Vancouver

Harney S, Linstead SA. Faith and Fortune in the Post-Colonial Classroom. Management Learning. 2009 Feb;40(1):69-85. https://doi.org/10.1177/1350507608099314

Author

Harney, Stefano ; Linstead, Stephen A. / Faith and Fortune in the Post-Colonial Classroom. In: Management Learning. 2009 ; Vol. 40, No. 1. pp. 69-85.

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@article{ebb9ceb8e5fc4715ba925858c0d9a7c5,
title = "Faith and Fortune in the Post-Colonial Classroom",
abstract = "The place of spirituality, religion, faith and cynicism in management education has received increasing attention in the past decade. From the point of view of teaching focused on critical engagement with practice, they are sometimes viewed as obstacles to practice. In this article we use resources from post-colonial thought and global critical race theory to suggest the opposite-that faith and cynicism can be understood as forms of critique issuing from the student perspective and that we might learn from these critiques as a way to reconfigure persistent dilemmas in the critique of the Enlightenment that trouble critical management approaches. We discuss a case study of the resistance to gigantic dam projects in India to illustrate both the possibilities of these critiques through what we call 'faith' and 'fortune', and the extent of the struggle that still remains to make such critiques effective. We then reconsider the dialectic of what Denise Ferreira da Silva calls 'affectability and self-determination' and the potential of liberation theology to offer a way to develop a 'preferential option' for the affectable subject. Drawing on the work of political philosopher and historian Jacques Ranciere we conclude on a note of optimism about the creative subjectification of affectability.",
keywords = "Critical race theory, Critique, Enlightenment, Pedagogy, Postcolonial, Management",
author = "Stefano Harney and Linstead, {Stephen A.}",
year = "2009",
month = "2",
doi = "10.1177/1350507608099314",
language = "English",
volume = "40",
pages = "69--85",
journal = "Management Learning",
issn = "1350-5076",
publisher = "SAGE Publications Ltd",
number = "1",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Faith and Fortune in the Post-Colonial Classroom

AU - Harney, Stefano

AU - Linstead, Stephen A.

PY - 2009/2

Y1 - 2009/2

N2 - The place of spirituality, religion, faith and cynicism in management education has received increasing attention in the past decade. From the point of view of teaching focused on critical engagement with practice, they are sometimes viewed as obstacles to practice. In this article we use resources from post-colonial thought and global critical race theory to suggest the opposite-that faith and cynicism can be understood as forms of critique issuing from the student perspective and that we might learn from these critiques as a way to reconfigure persistent dilemmas in the critique of the Enlightenment that trouble critical management approaches. We discuss a case study of the resistance to gigantic dam projects in India to illustrate both the possibilities of these critiques through what we call 'faith' and 'fortune', and the extent of the struggle that still remains to make such critiques effective. We then reconsider the dialectic of what Denise Ferreira da Silva calls 'affectability and self-determination' and the potential of liberation theology to offer a way to develop a 'preferential option' for the affectable subject. Drawing on the work of political philosopher and historian Jacques Ranciere we conclude on a note of optimism about the creative subjectification of affectability.

AB - The place of spirituality, religion, faith and cynicism in management education has received increasing attention in the past decade. From the point of view of teaching focused on critical engagement with practice, they are sometimes viewed as obstacles to practice. In this article we use resources from post-colonial thought and global critical race theory to suggest the opposite-that faith and cynicism can be understood as forms of critique issuing from the student perspective and that we might learn from these critiques as a way to reconfigure persistent dilemmas in the critique of the Enlightenment that trouble critical management approaches. We discuss a case study of the resistance to gigantic dam projects in India to illustrate both the possibilities of these critiques through what we call 'faith' and 'fortune', and the extent of the struggle that still remains to make such critiques effective. We then reconsider the dialectic of what Denise Ferreira da Silva calls 'affectability and self-determination' and the potential of liberation theology to offer a way to develop a 'preferential option' for the affectable subject. Drawing on the work of political philosopher and historian Jacques Ranciere we conclude on a note of optimism about the creative subjectification of affectability.

KW - Critical race theory

KW - Critique

KW - Enlightenment

KW - Pedagogy

KW - Postcolonial

KW - Management

UR - http://www.scopus.com/inward/record.url?scp=58849134271&partnerID=8YFLogxK

U2 - 10.1177/1350507608099314

DO - 10.1177/1350507608099314

M3 - Article

VL - 40

SP - 69

EP - 85

JO - Management Learning

JF - Management Learning

SN - 1350-5076

IS - 1

ER -