1 Call for Papers: Special Issue of Management Learning One hundred years of Paulo Freire: Rethinking critical pedagogy, management learning and education Deadline for submissions: September 1, 2022 Guest Editors: Amon Barros, FGV Sao Paulo School of Business administration (FGV EAESP), Brazil Alexandra Bristow, The Open University, UK Alessia Contu, University of Massachusetts Boston, US Ajnesh Prasad, Tecnologico de Monterrey, Mexico, and Royal Roads University, Canada Sergio Wanderley, Unigranrio, Brazil September 19, 2021 marks the 100 th anniversary of the birth of Brazilian educator Paulo Freire. Two years ago, the golden jubilee of his masterpiece, Pedagogy of the Oppressed (PO; Freire, 1968), was commemorated in Brazil and elsewhere (e.g., Abott & Badley, 2020; Celebi, 2018; Souza e Mendonça, 2018). This special issue revisits Freire’s legacy in the context of contemporary management learning and education. Freire figures prominently among the most important critical thinkers for the Global South and is acknowledged worldwide and across disciplines, sometimes at the same level as “John Dewey, Kurt Lewin, Jean Piaget, William James, Carl Jung, Carl Rogers” (Kolb & Kolb 2005: 194). Notwithstanding the significance of his writing, Freire’s radical pedagogy has yet to be explored fully in management learning and education. Whilst Freire has been generally referenced in management and organization studies broadly, and in management education journals specifically, with this special issue we aim to move from cursory attributions to sustained engagements with Freire’s thinking. In doing so, we hope to unearth the opportunities the corpus of his writings offers to contemporary management education (Dal Magro, et al. 2020; Dehler, 2009; Grey and Mitev, 1995; Perriton and Reynolds, 2018; Trott, 2012). Our aim is not the production of eulogistic readings of Freire’s work, but its problematization vis a vis the grand challenges humanity is currently facing—e.g., the multiple impacts of the Covid-19 pandemic, climate emergency, widening socio-economic inequalities, polarization, systemic racism, misogyny, gender inequality and violence, erosion of democratic values and institutions, commodification and marketization of education and social life – and its investigation through the concerns and practices of management education and learning. Freire’s life and work were rife with political crises and upheaval, infusing his educational thinking with political and ethical awareness. After he was sent into exile, Freire analyzed the ousting of Brazilian president Joao Goulart by a military coup (Freire, [1967]1973), writing PO (Brazil’s “unintended gift to the world” [Shor, 2018]) in Chile. Freire’s development of anti-oppressive and liberating practices through education was antithetical to Brazilian dictators’ technocratic view of education of the period (1964-1985). Freire’s educational method is “eminently political, ethical, humanistic and democratic” (Freire, 2017: 282), rooted in the “everydayness” (“cotidianeidade”; Freire, 2017: 285). It considers the material conditions of those who engage in the learning process as well as accounts for the historical processes that shape the present (Freire, 1973). Freire’s view of learning as a dialogical process (Freire, 2017)—the inseparable binomial of teaching-learning—is