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June 10, 2026British Journal of ManagementOpen Access

Challenging Business Schools Through Subversive Performativity: The Potential of Art‐based Pedagogies

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Authors

SBSylvain BureauESCP Business SchoolLGLaëtitia Gabay‐MarianiKedge Business SchoolJBJustine BurillerESCP Business School

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Implication

Randomized trial examines identity transformation via art-based pedagogy, indicating new possibilities for business education.

Key Points

  • This study explores how art-based pedagogies can challenge growth-oriented norms in business schools.
  • 17-year study of the Improbable seminar
  • Combined autoethnography, archival analysis, and visual semiotic analysis of 90 student artworks
  • Development of a process model comprising phases: doing, undoing, and redoing growth norms.
  • Professors developed hybrid academic-activist identities that support post-growth pedagogical practices
  • Identities shifted through interactions at organizational, pedagogical, student, and field levels
  • Establishment of legitimate and viable alternative practices within business education.

Cite This Study

Bureau et al. (2026) studied this question.

synapsesocial.com/papers/6a2900266f82f25be989cc54https://doi.org/10.1111/1467-8551.70078
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