ABSTRACT
Objective:
to reflexively understand how management and accounting decolonial academics in the Global South perceive and respond to the decolonizing curriculum agenda created in the Atlantic North within the hyper-contra-revolutionary context of the COVID-19 pandemic.
Theoretical approach:
we embrace a decolonizing-recolonizing perspective that challenges-reaffirms theory/practice and North/South binarisms that we internalize.
Method:
we embrace action research based on self-criticism and reflexivity to address the experiences of privileged decolonial scholars.
Results:
our findings reveal important aspects related to decolonizing-recolonizing dynamics that are occurring in bodies, contexts, and academic spaces.
Conclusions:
our study reveals that decolonizing the management and accounting curriculum in the South is permeated by difficulties for theoretical delinking, which trigger tensions about the constitution of personal/collective being, the mobilization of intellectual/practical activism, the creation of forms of engagement internal/external to the academy, transcending the competitive/solidaristic academic action model; the construction of knowledge in extractivist/non-extractivist forms; and the materialization of pluriversal knowledge in academic/non-academic products. We hope to encourage everyday decolonizing-recolonizing management and accounting education that goes beyond the North/South binarism and curricular reforms led by the counter-revolutionary neoliberal university and its Eurocentric business schools.
Keywords:
curriculum decolonization; decolonial praxis; decolonizing-recolonizing dynamics
