Defending liberal international business education: a critical perspectives framework
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https://creativecommons.org/licenses/by/4.0/
Pysyvä osoite
Kuvaus
© Aušrinė Šilenskytė, Brent Burmester and Cyntia Vilasboas Calixto Casnici. Published by Emerald Publishing Limited. This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/
Purpose
This paper draws attention to historically circular and currently globally rising illiberalism and state-sanctioned intolerance that oppresses academic freedom and free speech, affecting the content and methods of international business (IB) education. This paper aims to propose a critical perspectives (CPs) framework and a set of actions directed at defending liberal IB education.
Design/methodology/approach
The authors draw on action-oriented examples of CP and specifically the idea of coexisting multiple approaches to problem-solving. Accordingly, the authors propose a spectrum with three parts for integrating CP into IB education and discuss specific actions to be taken across all the components of the IB curriculum (learning goals, content, teaching methods and assessment) in each part of the spectrum.
Findings
The depth and level of engaging with CP in IB education depend on the restrictions of the social, political, business and academic environment and the educator’s personal capabilities and preference to engage with critical scholarship and radical critique. Considering external and internal constraints, IB educators may choose to design courses and programs by focusing on raising awareness and tolerance, facilitating evaluation and solution creation or leading restorative actions and fighting oppression.
Originality/value
The paper elaborates on how CP can be embedded in the IB curriculum, especially under conditions where scholars may fear sanctions or lack skills to oppose the institutionalized constraints. The framework invites for reconciliation, empowering IB education to rise above dogmatism, foster diverse ideas going beyond neoliberal formatting of IB education, secure academic freedom and defend against pressures for uniformity in thought, values and action.
Emojulkaisu
ISBN
ISSN
1758-6062
1742-2043
1742-2043
Aihealue
Kausijulkaisu
Critical perspectives on international business|22
OKM-julkaisutyyppi
A1 Alkuperäisartikkeli tieteellisessä aikakauslehdessä (vertaisarvioitu)