Notes

  • 1. Horkheimer, M., &Adorno, T. 1947. Dialectic ofEnlightenment. London: Verso.
  • 2. Schmidt am Busch, H.-C., & Zurn, C. F. 2010. The Philosophy of Recognition: Historical and Contemporary Perspectives. Lanham: Lexington Books.
  • 3. Porter, M. E. 1985. CompetitiveAdvantage. NewYork: Free Press.
  • 4. http://www.structuralviolence.org/structural-violence/; Farmer, P. 2005. Pathologies of Power: Health, Human Rights, and the New War on the Poor (foreword by Amartya Sen). Berkeley: University of California Press; Farmer, P. 1996. On Suffering and Structural Violence: A View from Below. Daedalus, vol. 125, no. 1, pp. 261—283; www.newyorker.com... torture-at- abu-ghraib; theguardian.com...guantanamo-bay; DeMaio, F. 2015. Paul Farmer: Structural Violence and the Embodiment of Inequality, in Collyer, F. (ed.) Handbook of Social Theory for Health and Medicine. Basignstoke: Palgrave.
  • 5. A good example of distorting the reality of, for example, even critical pedagogy is Reynolds’ “Grasping the nettle” (Reynolds, M. 1999. Grasping the Nettle: Possibilities and Pitfalls of a Critical Management Pedagogy. British Journal of Management, vol. 10, no. 2, pp. 171—184) warning management readers against critical pedagogy because of its capacity for ‘mental or social disruptions [and] problematic consequences’ (p. 171), associated ‘hazards’ (p. 176), its ‘esoteric intellectual speculations’ (p. 177), because it is ‘unsettling, mentally or emotionally [and] a source of disruption’ (p. 178) leading to ‘cultural suicide’ (p. 179) because of its ‘potential for disturbance.dis- ruptive consequences [and because it is a] ‘doctrinary blueprint’ [with] pit?falls and dilemmas’ (p. 182). All of this is possible under the hallucinogenic condition of discussing ‘the principles of critical pedagogy’ WITHOUT quoting and referencing the founding father of critical pedagogy (Paulo Freire) and critical pedagogy’s key text (e.g. Freire, P. 1970. Pedagogy of the Oppressed (trans. Myra Bergman Ramos). New York: Continuum).
  • 6. Gabbard, D. 2010. The Outlook for Social Justice in Our Compulsory Schools: An Anarchist Forecast. Peace Studies Journal, vol. 3, no. 1, pp. 119—126; Chomsky, N. 2002. The Function of the School, in Mitchel, P. R. & Schoeffel, J. (eds.) Understanding Power—The Indispensable Chomsky. New York: New Press.
  • 7. Hegel, G. W F. 1807. The Phenomenology of Mind. Mineola: Dover Publications (2003); see also: Phenomenology of Spirit, in McNeill, W. & Feldman, K. (eds.) Continental Philosophy—An Anthology. Oxford: Blackwell (1998); Kojeve, A. 1969. Desire and Work in the Master and Slave, in O’Neill, J. (ed.) Hegel’s Dialectic of Desire and Recognition—Text and Commentary. New York: State University of New York Press (1996).
  • 8. Wellford, C. 1975. Labelling Theory and Criminology: An Assessment. Social Problems, vol. 22, no. 3, pp. 332—345; Scheff, T. J. 1974. The Labelling Theory of Mental Illness. American Sociological Review, vol. 39, no. 3, pp. 444—452; Moncrieffe, J., & Eyben, R. 2013. The Power of Labelling—How People are Categorized and Why It Matters. London: Earthscan.
  • 9. Just as The former Harvard Business Review editor Magretta (2012:4) explains: “managers are people in positions of institutional power” (Magretta, J. 2012. What Management Is: How It Works and Why It’s Everyone’s Business. London: Profile).
  • 10. Gitlin, T. 1979. Prime Time Ideology: The Hegemonic Process in Television Entertainment. Social Problems, vol. 26, no. 3, pp. 251—266.
  • 11. Singer, P 1972. Famine, Affluence, and Morality. Philosophy andPublic Affairs, vol. 1, no. 3, pp. 229—243; Hulme, D. 2015. Global Poverty: How Global Governance is Failing the Poor (2nd ed.). Milton Park: Routledge; Huber, W. 2015. Ethics: The Fundamental Questions of Our Lives. Washington: Georgetown University Press; Ziai, A. 2016. Development Discourse and Global History: From Colonialism to the Sustainable Development Goals. New York: Routledge.
  • 12. Sandlin, J. A., & McLaren, P (eds.) 2010. Critical Pedagogies ofConsumption: Living and Learning in the Shadow of the “Shopocalypse”. New York: Routledge; Klein, N. 2000. No Logo: Taking Aim at the Brand Bullies.

New York: Picador; Klein, N. 2014. This Changes Everything: Capitalism vs. the Climate. London: Penguin.

  • 13. Older and today outdated “master ideologies” of domination have been, for example, colonisation, imperialism, chauvinism, Nazism, fascism, and militarism.
  • 14. Cohen, L., & Winston, J. 2010. What’s the Matter with Kansas? (a film, 1 videodisc, 90 min.): sd., col.; 4% cm). Chicago: Tallgrass Productions.
  • 15. Rand, A. 1965. The Virtue of Selfishness—A New Concept of Egoism. New York: New American Library.
  • 16. Goldhagen, D. J. 1996. Hitler’s WillingExecutioners: Ordinary Germansand the Holocaust. New York: Knopf & Random House.
  • 17. As Maggie Thatcher and the role of women in Great Britain shows: individual advancement is not collective social progress and emancipation.
  • 18. Althusser, L. 1994. Selected Texts, in Eagleton, T. (ed.) Ideology. London: Longman (London: Routledge, 2013 reprint); Althusser, L. 1994a. Ideology and Ideological State Apparatus (Notes towards an Investigation), in Zizek, S. (ed.) Mapping Ideology. London: Verso.
  • 19. Adorno,T. W., &Horkheimer, M. 1944. TheCultureIndustry:Enlightenment as Mass Deception. Transcribed by Andy Blunden 1998; proofed and corrected February 2005, web-download, November 2005.
  • 20. Rampton, S., & Stauber, J. 2003. Weapons of Mass Deception: The Uses of Propaganda in Bush’s War on Iraq. New York: Jeremy P. Tarcher/Penguin; Schechter, D. 2004. WMD: Weapons ofMassDeception, DVD-Documentary (98 min), 17 June 2004; Lacalle, D. 2014. Life in the Financial Markets: How They Really Work and Why They Matter to You. Hoboken: Wiley; Bolano, C. 2015. The Culture Industry, Information and Capitalism. New York: Palgrave.
  • 21. Brock, D., & Rabin-Havt, A. 2012. The Fox Effect: How Roger Ailes Turned a Network Into a Propaganda Machine. New York: Anchor Books; Greenwald, R. 2004. Outfoxed, DVD-Documentary, Culver City: Brave New Films (http://www.bravenewfilms.org/); Collins, S. 2004. Crazy Like a Fox: The Inside Story of how Fox News Beat CNN. New York: Portfolio; Jaramillo, D. 2009. Ugly War, Pretty Package: How CNN and Fox News Made the Invasion of Iraq High Concept. Bloomington: Indiana University Press; Townsend, K. 2014. Fox News Nuts? Unfair & Unbalanced for over 200 Years. Raleigh, NC: Lulu Self Publishing (lulu.com) ; Sherman, G. 2014. The Loudest Voice in the Room: How the Brilliant, Bombastic Roger Ailes Built Fox News—and divided a Country. New York: Random House.
  • 22. Freyenhagen, F. 2013. Adornos Practical Philosophy: Living Less Wrongly. New York: Cambridge University Press; Comite Invisible. 2009. Insurrection qui vient/The coming insurrection. Los Angeles: Semiotext(e) & Cambridge: MIT Press; occupywallst.org; The Arab Spring; Ecofeminism; landless workers movement (Brazil); South African Unemployed Peoples’ Movement (SAUPM); The Zapatista Army of National Liberation (Ejercito Zapatista de Liberacion Nacional), EZLN of Mexico, etc. (McLaren, P. et al. 1995. Rethinking Media Literacy: A Critical Pedagogy of Representation. New York: P. Lang).
  • 23. This is not a global conspiracy of evil capitalists sitting in smoke-filled backroom drawing up malicious plans for world domination. Instead, such an “ideological business apparatus” rests more on an implicit than an explicit and well-organised interest symbiosis between several key actors and institutions of capitalism. These include multinational corporations, global marketing agencies, corporate mass media, business schools and their entourage of business writers, think tanks, neo-liberal political parties, and international business organisations (GATT, WTO, IMF, the economic forum, etc.). The ideological glue that holds all of them together is found in the twin ideologies of neo-liberalism and Managerialism.
  • 24. Galbraith, J. K. 1958. The Affluent Society. Boston: Houghton Mifflin; Marcuse, H. 1968. Liberation from the Affluent Society, in Cooper, D. (ed.) The Dialectics of Liberation. Harmondsworth: Penguin; Goldthorpe, J. H., Lockwood, D., Bechhofer, F., & Platt, J. 1969. The Affluent Worker in the Class Structure. Cambridge: Cambridge University Press.
  • 25. Carlton, E. 2014. IdeologyandSocial Order. London: Routledge.
  • 26. Hill, D. W. 2015. ThePathology ofCommunicative Capitalism. London: Palgrave.
  • 27. Bauman, Z. 1989. Modernity and theHolocaust. Oxford: Blackwell.
  • 28. Bauman, Z. 1987. Legislators and Interpreters—On Modernity, PostModernity, and Intellectuals. Cornell: Cornell University Press.
  • 29. Kennedy, M., Billett, S., Gherardi, S., & Grealish, L. 2015. Practice-Based Learning in Higher Education: Jostling Cultures. Heidelberg: Springer; Athanasopoulou, A., & Dopson, S. 2015. Developing Leaders by Executive Coaching: Practice and Evidence. Oxford: Oxford University Press; Godwyn, M. 2015. Ethics and Diversity in Business Management Education: A Sociological Study with International Scope. Heidelberg: Springer; Pettigrew, A. M., Cornuel, E., & Hommel, U. 2014. The Institutional Development of Business Schools. Oxford: Oxford University Press; McIntyre, J. R., & Alon,

I. 2014. Business and Management Education in Transitioning and Developing Countries: A Handbook. London: Routledge; Tsang, D. Kazeroony, H. H. & Ellis, G. (eds.) 2013. Routledge Companion to International Management Education. Milton Park: Routledge; Hardy G. M., & Everett, D. L. (eds.) 2013. Shaping the Future of Business Education: Relevance, Rigor and Life Preparation. New York: Palgrave; Muff, K. 2013. Management Education for the World: A Vision for Business Schools Serving People and Planet. Cheltenham: Edward Elgar; Thomas, H., Lorange, P., & Sheth, J. 2013. The Business School in the Twenty-First Century: Emergent Challenges and New Business Models. Cambridge: Cambridge University Press.

  • 30. Bauman, Z. 1987. Legislators and Interpreters—On Modernity, PostModernity, and Intellectuals. Cornell: Cornell University Press.
  • 31. Baudrillard, J. 1994. Simulacra and Simulation. Ann Arbor: University of Michigan Press; Grandy, G., & Mills, A. J. 2004. Strategy as Simulacra? A Radical Reflexive Look at the Discipline and Practice of Strategy. Journal of Management Studies, vol. 41, no. 7, pp. 1153—1170; Colas, H., & Laguecir, A. 2012. The Banning of Images: Questions Arising in the Field of Management. Journal of Management Development, vol. 31, no. 9, pp. 925—937; Rosenfeld, P. et al. 1995. Impression Management in OrganisationsTheory, Measures, Practice. London: Routledge.
  • 32. Bolano, C. 2015. The Culture Industry, Information and Capitalism. New York: Palgrave.
  • 33. Sprod,T. 2001. PhilosophicalDiscussion inMoralEducation: The Community of Ethical Inquiry. London: Routledge.
  • 34. Taylor, C. 1994. The Politics of Recognition, in Taylor, C. (ed.) Multiculturalism—Examining the Politics of Recognition. Princeton: Princeton University Press; Honneth, A. 1995. The Struggle for RecognitionThe Moral Grammar of Social Conflicts. Cambridge: Polity Press; Klikauer, T. 2015. The I in the We: Studies in the Theory of Recognition. Capital & Class, vol. 39, no. 1, pp. 165—167.
  • 35. Frangois-Anatole Thibault (1844—1924) has made us aware in ‘Le Lys Rouge’ that “the law, in its majestic equality, forbids the rich and the poor alike to sleep under bridges, to beg in the streets, and to steal bread”.
  • 36. Sartre, J. P. P. 1943/1992. BeingandNothingness. New York: Washington Square Press; Bernstein, R. J. 2011. Praxis and Action: Contemporary Philosophies of Human Activity. Philadelphia: University of Pennsylvania Press; Mulcahy, C. M., & Mulcahy, D. G. 2014. Pedagogy, Praxis and

Purpose in Education: Routledge Research in Education Policy and Politics; London: Routledge.

  • 37. Shlensky, B., & Schein, E. H. 1968. Management Education: Socialisation for What? Cambridge: MIT—Sloan School of Management, no. 325—368, p. 10; Palmer, J. A. (ed.) 2001. Fifty Modern Thinkers on Education: From Piaget to the Present Day. London: Routledge; Phillips, D. C. 2014. Encyclopedia of Educational Theory and Philosophy. London: Sage.
  • 38. Gerrard, J. 2013. Class Analysis and the Emancipatory Potential of Education. Educational Theory, vol. 63, no. 2, pp. 185—202; Atkinson, W 2015. Class. Oxford: Polity.
  • 39. Bratton, J., & Denham, D. 2014. Capitalism and Classical Social Theory (2nd ed.). Toronto: University of Toronto Press.
  • 40. Myths and ideologies are not the same, see: Barthes, R. 1957. Mythologies. New York: The Noonday Press.
  • 41. ‘To quote the billionaire investor Warren Buffett, who declared: “There’s class warfare alright, but it’s my class, the rich class, that’s making war, and we’re winning” (Winton 2013:9 (Winton, T. 2013. Some Thoughts about Class in Australia, The Monthly, September Issue, 16 pages); www.nytimes. com/2006/11/26/business...).
  • 42. plato.stanford.edu/entries/spencer/
  • 43. Singer, P 2015. The Most Good You Can Do: How Effective Altruism is Changing Ideas About Living Ethically. Melbourne: Text Publishing.
  • 44. Fanon, F. 2008. Black Skin, White Masks (translated from the French by Richard Philcox). New York: Grove Press.
  • 45. Hayek, F. A. 1944. TheRoad to Serfdom. London: G. Routledge & Sons; Jones, D. 2014. Masters of the Universe: Hayek, Friedman, and the Birth of Neoliberal Politics. Princeton: Princeton University Press.
  • 46. Mattelart, A. 1979. Multinational Corporations and the Control ofCulture: The Ideological Apparatuses of Imperialism. East Sussex: Harvester Press (pp. 128-154).
  • 47. Roy, A. 2014. Capitalism:A GhostStory. London: Verso; Klikauer, T. 2015. The Ghost of Education. Australian University Review, vol. 57, no. 1, pp. 93-95.
  • 48. Adorno (plato.stanford.edu/entries/adorno/).
  • 49. Curtin, D., & Litke, R. (eds.) 1999. Institutional Violence. Amsterdam: Rodopi Press; Gustin, J. F. 2013. Workplace Violence and the Facility Manager. Lilburn: Fairmont Press; Samuel, C. 2013. Symbolic Violence and Collective Identity: Pierre Bourdieu and the Ethics of Resistance. Social Movement Studies, vol. 12, no. 4, pp. 397-413.
 
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