Critical analysis uncovers ideological assumptions within international business education, suggesting critical management pedagogy requires a linguistic turn to build student agency.
English has become the ‘lingua franca’ of international business and management and is the preferred means of communication in intercultural and international encounters. In this paper it is shown that both the spread of the English language and the increasing dominance of a management discourse are based on a series of tacit assumptions and imbued with specific ideologies. When occurring together, they create a hegemonic field of forces which encourages the emergence of identities in line with neoliberal market economies. In order to ‘break open’ such tacit assumptions and ideologies, it is suggested that a critical management pedagogy needs to take a linguistic turn in order to instil in students a sense of agency, initiative and possibility as well as a sense of structure, context and constraint.
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Susanne Tietze (2004) studied this question.
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