Reflect, Rethink, and Redesign: Responses to Privilege in Management Education

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Management Education Pub Date : 2023-01-07 DOI:10.1177/10525629221145800
Jennifer Susan Anne Leigh, C. Rivers
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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.
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反思、反思与再设计:对管理教育特权的回应
“作为管理教育者,我们享有特权。这是我们在会议和商学院聚会上经常听到的一句话。我们很少思考我们谈论的特权可能意味着什么,当然它对不同的人意味着不同的东西。这取决于我们与特权的关系是如何形成和发展的,是否存在特权意识,以及一个人与特权的经历。享有特权和过着特权生活的生活经历是一个复杂的社会结构。大多数情况下,特权一词是与财富和高地位联系在一起的(Petriglieri, 2012),然而,还有许多其他方式来感知和体验特权或特权的不存在,尽管有些人可能会认为我们都有某种特权(Jourdan, 2021)。“无论你拥有的是多是少,特权都赋予了你被倾听的权力,塑造规范的权力,为他人提供手段和机会的权力。”也就是说,赋予特权的权力”(Petriglieri, 2012,第6段)。13)。在这篇社论中,我们为管理教育和我们更广泛的社会中与特权相关的长期对话提供了一些背景。此外,我们还强调了作为管理教育工作者的成长和专业发展的两个领域,即自我意识和系统知识。最后,我们将简要介绍本期特刊的七篇文章。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
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.
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