{"title":"Reflect, Rethink, and Redesign: Responses to Privilege in Management Education","authors":"Jennifer Susan Anne Leigh, C. Rivers","doi":"10.1177/10525629221145800","DOIUrl":null,"url":null,"abstract":"“We are privileged in our role as management educators.”—A sentence that we hear often at conferences and business school gatherings. Rarely do we think about what the privilege we talk about might mean and it certainly means different things to different people. It depends on how our relationship with privilege was formed and developed, whether awareness of privilege exists, and what one’s experience with privilege has been. The lived experience of being privileged and living a privileged life is a complex social construct. Mostly, the term privilege is attached to wealth and high status (Petriglieri, 2012), yet there are many other ways of perceiving and experiencing privilege or the non-existence of it, although some might argue that we all have some kind of privilege (Jourdan, 2021). “Whether you have a little or a great amount, privilege gives you power to be heard, to shape norms, to give means and opportunities to others. That is, power to give access to privilege” (Petriglieri, 2012, para. 13). In this editorial, we offer some context for the standing conversations within management education and our wider society related to privilege. Additionally, we highlight two areas for our growth and professional development as management educators—namely self-awareness and systems’ knowledge. We conclude with brief descriptions of the seven articles in this special issue.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2023-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Management Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10525629221145800","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 2
Abstract
“We are privileged in our role as management educators.”—A sentence that we hear often at conferences and business school gatherings. Rarely do we think about what the privilege we talk about might mean and it certainly means different things to different people. It depends on how our relationship with privilege was formed and developed, whether awareness of privilege exists, and what one’s experience with privilege has been. The lived experience of being privileged and living a privileged life is a complex social construct. Mostly, the term privilege is attached to wealth and high status (Petriglieri, 2012), yet there are many other ways of perceiving and experiencing privilege or the non-existence of it, although some might argue that we all have some kind of privilege (Jourdan, 2021). “Whether you have a little or a great amount, privilege gives you power to be heard, to shape norms, to give means and opportunities to others. That is, power to give access to privilege” (Petriglieri, 2012, para. 13). In this editorial, we offer some context for the standing conversations within management education and our wider society related to privilege. Additionally, we highlight two areas for our growth and professional development as management educators—namely self-awareness and systems’ knowledge. We conclude with brief descriptions of the seven articles in this special issue.
期刊介绍:
The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.