Critical Management Studies and Managerial Education: New Contexts? New Agenda?

Abstract

Critical Management Studies (CMS) has become remarkably successful in establishing itself as an alternative to voice among management scholars; so successful, in fact, that it now has its own well-attended conference, a division within the Academy of Management and numerous handbooks; with the publication of a collection of ‘classic’ readings (Alvesson, 2011), meanwhile, it has apparently arrived as a fullyfledged tradition. Much of this has been achieved by virtue of the growth of a stream of research writings which, at their most generic, aspire to de-stabilise taken-for-granted understandings of management. Yet one of the most potent ways in which CMS has an impact, or a potential impact, is not through the scholarly activities of the academy but through the classroom.