Critical management education: Selected auto-ethnographic vignettes on how attachment to identity may disrupt learning

In this essay, we explore the underlying processes of identity work in teaching from a critical management education (CME) perspective. Identity is concern for both teachers and students especially where assumptions routines on which it grounded are challenged as CME learning environment. Through auto-ethnographic accounts our experience, focus problems that result being attached to an how might be explored through reflexive participative learning. describes pursuit these attachments without challenging itself. A distinctive part o2ur contribution consider taking granted laudatory accomplishment, scholars often fail recognise attachment can obstacle To conclude, speculate implications pedagogy inculcating more forms work, free ourselves think engage with world differently.