["British Journal of Management, EarlyView. ", "\nAbstract\nThe call for transformation in Management Education (ME) has intensified amid global crises, including the climate emergency, social inequality, and recurrent corporate misconduct. While Responsible Management Education (RME) has emerged in response to these challenges, it often struggles to move beyond symbolic gestures towards substantive change. This paper proposes a conceptual framework, inspired by Paulo Freire's notion of untested feasibility and grounded in a Global South epistemological perspective, as a heuristic for re‐specifying progressive performativity in RME. First, it advances debates on performativity in Management Education by theorizing untested feasibility, together with critical transitivity, as a performative mechanism for situated, reflexive, and iterative transformation. Second, it addresses longstanding criticisms of RME's limited capacity to move beyond rhetoric by articulating Transformative Responsible Management Education (TRME) as a critically transitive orientation that supports the enactment of desirable futures within business schools. Third, it provides a pedagogical process‐oriented framework that supports educators and institutions in moving towards contextually desirable futures, combining the previous contributions. The paper concludes by indicating avenues for future research on how responsibility can be enacted through performative educational practices across diverse institutional and cultural contexts.\n"]