A feminist praxis to disrupt the white male supremacy of business management curricula

In this chapter, we develop a feminist praxis for intervening in and disrupting colonial logics underpinning the business management curriculum. We show how these logics are connected to white male supremacy, its ecology of power, and its historical entrenchment in education. We engage with the works of Sylvia Wynter to identify sites of intervention that have been largely overlooked by institutional initiatives proclaiming to decolonise. By describing these sites, we highlight the tensions and challenges of decolonising the curriculum in an educational context that supports hegemonic and monohumanist frames of knowledge production. In generative ways, we propose that the work of decolonising must develop ways of recognising and supporting conceptions of being human that are pluriversal, diverse, and in struggle against colonial ways of knowing.