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Teaching and research

I'm interested in how ideas and institutions that are clearly bad for people and planet maintain their legitimacy to the point of existential self-destruction.

My career arc.

My research began with watching the UN's Cambodian peacekeeping operation in 1991 create Homi Bhabha's Third Space in real time; I was amazed at how brazenly and easily the West's conversion therapy was  repurposed to serve local elite priorities, and how that process was largely missed in the West. How did those indigenous institutions prevail against a seemingly weightier opponent? I concluded it was partly because the West was too arrogant to imagine it was possible, and too loathe to imagine their well-intentioned work had been compromised.

These days I'm concerned with how the evident failure of business and capitalism to behave responsibly and sustainably is studiously ignored, sidelined or denied by academia, business and the media that business owns. It’s not just arrogance. It’s power fused with privilege; judgment shaped by entitlement; emotional emptiness detaching hands from consequence, and reprehensible disingenuity cloaking strategic cruelty. And amidst this violent hegemony is the colonization of our minds, our bodies and our institutions by the unfathomable belief, in the face of overwhelming evidence to the contrary, that we can keep extracting indefinitely from the planet we depend on, without consequence.

My part in this is concerned with how we get away with hoodwinking and grooming generation after generation into believing capitalism and business are the answer when the competition-fuelled consumption upon which they depend lay at the heart of our existential polycrisis. Fuelling unsustainable consumption is the factual heart of business education; propagating the problem whilst claiming it's the solution is the Orwellian fiction. How is this being sustained? That's the research question I have arrived at, towards the end of my career; the same one I began with, but aimed at a much bigger canvas and with far graver consequences.

Some publications


MANAGEMENT LEARNING

Governing antiracism: Affective governmentality and managerial learning in the neoliberal university

Business schools preach ethics yet simulate responsibility, preserving harmful systems. Students are trained to recognise yet disavow harm, turning ethics into reputational capital while ecological and social crises persist.

Universities often turn antiracism into procedure, branding and emotional control—appearing responsive while protecting legitimacy and leaving structural racism largely unchanged.

BRITISH JOURNAL OF MANAGEMENT

Inherited Advantage and the Myth of Meritocracy in Business Education in the UK

Universities manage racial equality to protect reputation, not justice. Racial work is bureaucratised and depoliticised, sustaining hierarchies while promoting diversity. Real change requires redistributing power.

Business schools preach meritocracy while inherited wealth, elite networks and class privilege shape who succeeds. This article exposes how education reframes advantage as individual merit.

COMING SOON

NewSpace extends capitalism into space: ‘exoimperialism’ and ‘astropropriation’. Tech elites frame colonisation as salvation, reproducing colonial logics and inequality under entrepreneurial myth.

COMING SOON

Dyslexia in HE is rising. This study shows MML improves affective and behavioural engagement by easing working memory demands. Evidence from a UK RCT across disciplines supports its broader use.

JOURNAL OF
MANAGEMENT EDUCATION

Educating for Extinction? Ethical Simulation, Ideological Student Grooming, and the Future of Management Education

Business schools preach ethics yet simulate responsibility, preserving harmful systems. Students are trained to recognise yet disavow harm, turning ethics into reputational capital while ecological and social crises persist.

BRITISH EDUCATIONAL
RESEARCH JOURNAL

To protect and preserve?
Explaining the gap between structural and superficial racial equality regimes in north Atlantic rim universities

Universities manage racial equality to protect reputation, not justice. Racial work is bureaucratised and depoliticised, sustaining hierarchies while promoting diversity. Real change requires redistributing power.

ENVIRONMENT AND PLANNING C: POLITICS AND SPACE 
​Geek saviours to the rescue? Primitive accumulation, astropropriation, and exoimperialism in Newspace entrepreneurship

NewSpace extends capitalism into space: ‘exoimperialism’ and ‘astropropriation’. Tech elites frame colonisation as salvation, reproducing colonial logics and inequality under entrepreneurial myth.

JOURNAL OF FURTHER AND
HIGHER EDUCATION
Multimedia learning methods and affective, behavioural and cognitive engagement: a universal approach to dyslexia?

Dyslexia in HE is rising. This study shows MML improves affective and behavioural engagement by easing working memory demands. Evidence from a UK RCT across disciplines supports its broader use.

DISABILITY & SOCIETY
Epistemic injustice, neurodivergence, and inclusive pedagogy: dyslexia and augmentative communication in higher education

Study of 60 dyslexic students shows PowerPoint lectures privilege speed and literacy norms, reproducing exclusion. Proposes ‘augmentative pedagogy’ to redesign teaching for epistemic justice, inclusion, and transformed academic legitimacy in higher education.

DEVELOPMENT & CHANGE
Post-conflict Statebuilding and State Legitimacy: From Negative to Positive Peace?

Post-conflict peace depends on socially legitimate states. Embedding social justice and basic needs security within statebuilding may strengthen legitimacy, stability, and positive peace.

This study tests multimedia learning in HE lectures, finding that apposite images with reduced text improve student engagement and understanding across multiple disciplines.

Critiques liberal peacebuilding as top-down and externally imposed, arguing for locally grounded, hybrid approaches centred on legitimacy, everyday security, and basic needs.

 JOURNAL OF INTERVENTION AND STATEBUILDING
Hybrid Polities and Indigenous Pluralities: Advanced Lessons in Statebuilding

Critiques liberal statebuilding as a universal solution, arguing it ignores local realities and suppresses viable alternatives. Advocates minimal, locally legitimate, plural approaches.

Argues post-conflict peacebuilding fails through weak local legitimacy, proposing a ‘popular peace’ centred on everyday local priorities to build durable, democratically grounded peace.

GLOBAL GOVERNANCE AND BIOPOLITICS

Critiques global governance as biopolitical mismanagement undermining human security, while proposing indigenous, needs-based alternatives to reduce mass avoidable suffering.

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