In this essay, we explore the underlying processes of identity work in teaching from a critical management education (CME) perspective. Identity is a concern for both teachers and students and especially where the assumptions and routines on which it is grounded are challenged as in a CME learning environment. Through auto-ethnographic accounts of our teaching experience, we focus on the problems that result from being attached to an identity and how this might be explored through reflexive participative learning. Identity work describes the pursuit of these attachments without challenging the pursuit itself. A distinctive part of o2ur contribution is to consider how in taking identity for granted as a laudatory accomplishment, CME scholars often fail to recognise how our attachment to it can be an obstacle for management learning. To conclude, we speculate on the implications of our pedagogy for inculcating more critical forms of identity work, through which we might free ourselves to think and engage with the world differently.

在本文中，我们从批判性管理教育 (CME) 的角度探讨了教学中身份工作的潜在过程。身份是教师和学生都关心的问题，尤其是在 CME 学习环境中，身份所依据的假设和惯例受到挑战的情况下。通过对我们教学经验的自我民族志描述，我们关注因依附于身份而导致的问题，以及如何通过反思性参与式学习来探索这一点。身份工作描述了对这些依恋的追求，而不是挑战追求本身。o2ur 贡献的一个显着部分是考虑如何将身份视为理所当然的成就，CME 学者往往未能认识到我们对它的依恋如何成为管理学习的障碍。总结一下，