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Introduction Introduction
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CME in Management Education CME in Management Education
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Writing “CME” Writing “CME”
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Critical Management Education: From the Economic Cartel Critical Management Education: From the Economic Cartel
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… To the Political and Medieval Cartel … To the Political and Medieval Cartel
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Education as Activism Education as Activism
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Struggles in the Business Schools: Tactics from CME Struggles in the Business Schools: Tactics from CME
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… and Tensions … and Tensions
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Conclusion Conclusion
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References References
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27 Critical Management Education
Get accessAlessia Contu is Associate Professor of Organization Studies in the Industrial Relations and Organizational Behaviour Group, Warwick Business School at the University of Warwick. Her published work has included explorations of resistance and power at work, and their impact on learning dynamics and identity. She is currently writing on new forms of resistance. With the fellowship of the Reinvention Centre, at the University of Warwick's Department of Sociology, she is researching the learning processes in teaching business ethics to management undergraduates. Alessia is interested in Lacanian psychoanalysis. She is currently re-reading the Ethics of Psychoanalysis, but this time in Italian, as a new revision has recently been published. She is Series Editor of the Critical Management Study Series, Palgrave Macmillan, and author of numerous publications including “Groups and Teams at Work,” in David Knights and Hugh Willmott (eds.), Introducing Organizational Behaviour and Management (Thomson Learning, 2007).
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Published:02 September 2009
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Abstract
This article focuses on critical management education (CME), which, in the last fifteen years, has emerged as one of the models/patterns of practices available today in ‘management education’ (ME). ME is the institutional/practical arena of education that comprises an array of courses and programs within universities and, in particular, business schools. ‘Education’, for and of management, is widespread in secondary education, vocational courses, management development, and, more broadly, institutional, situated, and informal practices of ‘management learning’. ME is predominantly focused on education in business schools. The article aims to discuss CME and reflects upon its significance for/in critical management studies. The critical discussion of CME mobilizes two metaphors that are apt to this task.
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