The article focuses on an area of the critical management literature that has received minimal attention. It addresses the `disruptive consequences' experienced by a team of three lecturers that surfaced during the design and introduction of a critical pedagogy onto a part-time MBA elective. The article examines the specific contradictions and tensions encountered and how they impacted on the teaching staff during this process, and discusses the wider personal implications for those attempting to introduce a critical management agenda.
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