Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

CiteULike is a free service for managing and discovering scholarly references - click here to get started.

Sign In to gain access to subscriptions and/or personal tools.
Management Learning
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Harney, S.
Right arrow Articles by Linstead, S. A.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Faith and Fortune in the Post-Colonial Classroom

Stefano Harney

Queen Mary College, University of London, UK, s.harney{at}qmul.ac.uk

Stephen A. Linstead

University of York, UK, Sl519{at}york.ac.uk

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 Rancière we conclude on a note of optimism about the creative subjectification of affectability.

Key Words: critical race theory • critique • Enlightenment • pedagogy • postcolonial

Management Learning, Vol. 40, No. 1, 69-85 (2009)
DOI: 10.1177/1350507608099314
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?