Reflexive Learning and Performative Failure

In this paper we emphasize the importance of context for student learning. Based on reflective logs and interview data, we explore how students learn outside of the classroom as they undertake an experiential dissertation project. We identify three different forms of reflexive learning and critique, all triggered by some form of performative failure; scholarly critique, engaged critique and engaged action. Drawing on Butler’s theory of performativity we illustrate how reflexivity is not purely the action of any individual student, rather it is a practice that is co-created within a certain context. As such, we contest individualistic understandings of reflexivity and encourage a careful consideration of the places students and managers are encouraged to be reflexive

On the Rigidity Theorem for Spacetimes with a Stationary Event Horizon or a Compact Cauchy Horizon

We consider smooth electrovac spacetimes which represent either (A) an asymptotically flat, stationary black hole or (B) a cosmological spacetime with a compact Cauchy horizon ruled by closed null geodesics. The black hole event horizon or, respectively, the compact Cauchy horizon of these spacetimes is assumed to be a smooth null hypersurface which is non-degenerate in the sense that its null geodesic generators are geodesically incomplete in one direction. In both cases, it is shown that there exists a Killing vector field in a one-sided neighborhood of the horizon which is normal to the horizon. We thereby generalize theorems of Hawking (for case (A)) and Isenberg and Moncrief (for case (B)) to the non-analytic case.Comment: 16 pages, no figure

Affective and Effective Truths: Rhetoric, Normativity and Critical Management Studies

In an era of Brexit, Trump and the detritus of post-truth politics, this paper calls upon critical management scholars to reflect upon the efficacy of their critique. We examine the post-truth critiques of PR firms working for tobacco corporations in the 1960s, before discussing contemporary examples of the Flat Earth Society and the growing community of climate change deniers. In doing so, we note similarities to the intellectual tactics and strategies of the critical management community in terms of problematizing truth(s), broader aims to counter mainstream discourses of science and the various attempts to provide alternative perspectives on the world. In learning from these post-truth communities, we argue that the critical community should be wary of falling back onto a rational, logical and potentially elitist platform of Socratic critiqueand conversely should not refuse dialogue as in cynical critique. Instead, we argue for more agonistic forms of critique that use salient exemplars to develop affective relationships within communities alongside the discussion of facts, ethics and politics

Maxwell Fields in Spacetimes Admitting Non-Null Killing Vectors

We consider source-free electromagnetic fields in spacetimes possessing a non-null Killing vector field, $\xi^a$. We assume further that the electromagnetic field tensor, $F_{ab}$, is invariant under the action of the isometry group induced by $\xi^a$. It is proved that whenever the two potentials associated with the electromagnetic field are functionally independent the entire content of Maxwell's equations is equivalent to the relation \n^aT_{ab}=0. Since this relation is implied by Einstein's equation we argue that it is enough to solve merely Einstein's equation for these electrovac spacetimes because the relevant equations of motion will be satisfied automatically. It is also shown that for the exceptional case of functionally related potentials \n^aT_{ab}=0 implies along with one of the relevant equations of motion that the complementary equation concerning the electromagnetic field is satisfied.Comment: 7 pages,PACS numbers: 04.20.Cv, 04.20.Me, 04.40.+

Decentering the learner through alternative organizations

This paper builds on previous studies of experiential learning, reflexivity in management learning, and accounts of teaching through alternative organizations. We theorize management learning from the perspective of students who worked with and researched organizations that present an alternative to typical organizational forms and performative intent. Through an analysis of interviews and reflective diaries, we investigate how students learn in such environments and argue that theories of learning must account for how contexts, in which the performance of profit-orientation breaks down, induce reflexivity. In particular, we draw attention to the role such contexts play in challenging students to dwell in inconsistencies, ambiguities, contradictions and non-linear ideas. Drawing upon the work of Judith Butler’s theory of performativity we illustrate that such reflexivity is not an individual capacity but a contextual practice. Subsequently, by ‘decentering the learner’ we develop upon existing ideas on reflexive practitioners and develop the burgeoning literature on alternative organizations. We conclude by making the argument that management education, whether critical or not, needs to go beyond awareness and through to responsible action. Such action does not rely on more tools or concepts for individuals but experiences of inhabiting an increasingly ambiguous and complex world

Socially responsible business schools? Values, valuing and evaluation of a social responsibility project run at a UK business school

In this paper , we reflect on the values reflected by certain practices of evaluating a social responsibility project run at a business school in the UK. We concur with the idea that business schools have to act as responsible members of their localities and take the opportunity and their relatively privileged and financially powerful position in society, at least amongst educational institutions, to promote the social good, well-being, and social mobility. Consequently, we argue, when evaluating such educational social responsibility projects run in the local community, business schools have to be clear about the values embe dded not only in the project itself but also in the evaluation framework developed to ascertain its effectiveness and impact. We suggest that evaluation methods developed in the 1980-90s ,primarily responsive contextual evaluation, that have since been pushed into the background by neoliberal forms of governance should be adapted to complement methods prevalent nowadays, such as social return on investment (SROI) in the field of social responsibility and quantitative scientific frameworks in the field of education studies. This paper connects to two rationales of the sub-theme. On the one hand, it is humanistic in that our argument aims to counter the reductionist tendency in the evaluation of social responsibility projects. On the other hand, it is also self-critical inasmuch as we argue that business schools have to take responsibility for their practices not only in terms of what they research and teach but also in how they deliberate the social value of their activities

Global Extensions of Spacetimes Describing Asymptotic Final States of Black Holes

We consider a globally hyperbolic, stationary spacetime containing a black hole but no white hole. We assume, further, that the event horizon, \tn, of the black hole is a Killing horizon with compact cross-sections. We prove that if surface gravity is non-zero constant throughout the horizon one can {\it globally} extend such a spacetime so that the image of $\cal N$ is a proper subset of a regular bifurcate Killing horizon in the enlarged spacetime. The necessary and sufficient conditions are given for the extendibility of matter fields to the enlarged spacetime. These conditions are automatically satisfied if the spacetime is static (and, hence ``$t$"-reflection symmetric) or stationary-axisymmetric with ``$t-\phi$" reflection isometry and the matter fields respect the reflection isometry. In addition, we prove that a necessary and sufficient condition for the constancy of the surface gravity on a Killing horizon is that the exterior derivative of the twist of the horizon Killing field vanish on the horizon. As a corollary of this, we recover a result of Carter that constancy of surface gravity holds for any black hole which is static or stationary- axisymmetric with the ``$t-\phi$" reflection isometry. No use of Einstein's equation is made in obtaining any of the above results. Taken together, these results support the view that any spacetime representing the asymptotic final state of a black hole formed by gravitational collapse may be assumed to possess a bifurcate Killing horizon or a Killing horizon with vanishing surface gravity.Comment: 20 pages, plain te