(De)constructing knowledge in higher education

This article discusses the criticisms made of business schools and higher education institutions regarding their teaching practices and their responsibility in economic crises. Neoliberal ideology and a consumerist approach to education have created a utilitarian relationship with knowledge, in which education is seen as an investment that must be profitable. While alternative forms of learning exist, which emphasize the teacher’s role in supporting students’ capacities for change, and integrate solidarity, ethics, and empathy into the learning process, reflection on participatory classrooms raises questions about their utilitarian scope. Participative pedagogies may be relevant for developing behavioural competencies that aid employability. However, participatory classrooms often reproduce certain dynamics of domination in terms of gender and sociocultural background. Students sometimes find it difficult to adopt alternative models of organization and individual practice. They are reluctant to explore unconventional ideas or contemplative practices because they feel obliged to conform to the behaviour expressed by their group. The power of imagination is vital to free oneself from conformity and cynicism, and mindfulness practices may be beneficial in this regard. It is also essential that students recognize the difference between an opinion and a well-argued knowledge base, and that embodied knowledge is deconstructed with them to collectively rebuild new knowledge.