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Critical Management Education for Career Conscious Students: A Reflexive Narrative

The thesis of this paper is that, although the classroom is arguably a place where the contradiction between CMS and the aspirations of (would-be) managers is particularly salient and potentially conflictive, it can also be a place where some of these conflicts and contradictions can be resolved. The paper addresses the apparent paradox of critical management education by distinguishing between a pedagogical strategy of circumvention and a pedagogical strategy of engagement. This short reflection is followed by a reflexive narrative that illustrates the practices through which a strategy of engagement can benefit from the contributions to critical management studies to enhance, rather than negate, students' career prospects.