THE MERITOCRATIC NARRATIVE IS THE WORST STORY EXCEPT FOR ALL THE OTHERS: A RESPONSE TO EISENMAN ET AL. (2024)

The article critiques the "meritocratic narrative" in management education, arguing that it perpetuates economic inequality by promoting the belief that hard work and talent alone lead to success, regardless of social background. Eisenman, Foroughi, and Foster (2024) assert that this narrative misguides students, while the author offers a symbolic interactionist perspective, suggesting that students actively engage with and interpret these narratives rather than passively accept them. The author emphasizes the need to reform meritocratic narratives to acknowledge structural advantages and broaden definitions of merit, advocating for a balanced approach that fosters both individual achievement and community welfare. The article concludes that while meritocracy has flaws, it remains a more equitable system compared to historical alternatives, and reforming these narratives can enhance their constructive functions in education. [Extracted from the article]