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Today, most business and management training takes place inside business or management schools unless it is workplace or management training provided by an external agency or training in technical colleges. In any case, the idea of converting standard management training into emancipatory management education demands, first of all, a careful analysis of teacher-student relationships at virtually all levels of education—inside and outside of specific management training facilities, skill-developing vocational schools, universities, and business schools.¹ The domination practised by and in such schools often involves a narrating dominator—often called teacher or instructor—and patiently listening objects of training power—those formerly known as students and today under neo-liberalism called "educational customers". In this sense, objects of training power are those exposed to domination in anti- and non-democratic as well as deeply authoritarian institutions such as schools and universities. Quite often, institutions that enhance domination—the functional knowledge and ideology conveying apparatus—and domination-enhancing teachings—curricula—work hand in hand. One supports the other in maintaining domination. As a result of excluding students from the conceptual part of training, a rather anti-humanising content emerges in which values and empirical dimensions of managerial realities tend to be presented and narrated in a lifeless way to asphyxiate the "objects to be trained". This sort of training suffers from a top-down engineered "narration sickness' that enhances domination.

DOI: 10.1007/978-3-319-40778-4_4

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