Multilingual un/learning for decolonizing management and organization studies research and education

This article presents a collective, multilingual writing experiment that explores decolonial un/learning in management and organization studies and management education. Grounded in embodied encounters and dialogue across borders, the text was produced through a workshop-based, relational practice of writing and writing-with difference, including moments that resist translation and refuse easy representation. We show how writing can democratize knowledge production by foregrounding ‘outsider-within' vantage points, attending to intersectional positionalities and making space for affective, situated and marginalized epistemologies. The article examines the dominance of English and the politics shaping academic visibility, highlighting how colonial standards sustain epistemic exclusion and epistemicide. We argue that decolonial learning must extend beyond curriculum reform to disrupt form, voice, language and the spaces where academics meet. We invite scholars and educators to cultivate plurivocal, ethically reflexive, politically engaged practices that expand what counts as learning and contribution in management and organization studies.