Un/learning from the margins: Rethinking knowledge and learning in management research

This introduction argues that the margins of management and organization research are not simply spaces beyond which knowledge has failed to reach, but the constitutive outside through which the centre produces and reproduces itself. (Un)learning from the margins requires attending to the structural mechanisms through which certain ways of knowing become normalized while others are rendered unintelligible or excluded. Rather than calling for redistributive inclusion of absent voices into an unchanged epistemological architecture, this section advances the claim that genuine transformation requires unsettling the very criteria by which knowledge, evidence, and scholarly voice are authorized within management learning. The two articles gathered here illuminate distinct but resonant dimensions of this project. The first traces Indigenous students’ experiences navigating uneven and partial institutional commitments to decolonization and Indigenization in Canadian post-secondary education, developing the concepts of liminal decolonization and responsive Indigenization. The second reflects on storytelling as an ethical, imaginative, and politically engaged practice capable of surfacing marginal voices in management research and academic writing. Together, the contributions suggest that (un)learning from the margins is temporal, relational, and irreducibly situated, demanding accountability to those whose lives and experiences it engages and a willingness to remain open to not knowing.