Disrupting Dominant Narratives and Privilege: Teaching Black Women’s Enterprise and Activism

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2022-03-09 DOI:10.1177/10525629221082600

Holly Slay Ferraro

引用次数: 0

Abstract

This article deals with my experience of teaching a course on Black women’s enterprise and activism as a means of disrupting the dominant narratives that privilege accounts of Whites and men in the management canon. I explore counterstorytelling as a pedagogical tool to bear witness to the struggles of people from marginalized communities and amplify their experience to critique systems of economic power based on race, class, and gender. Finally, I share a call for epistemologies of racialized people to combat privilege in business school classrooms.

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颠覆主导叙事和特权：教授黑人女性的进取心和激进主义

这篇文章讲述了我在教授一门关于黑人女性企业和激进主义的课程时的经历，这门课程旨在打破管理经典中白人和男性的主导叙事。我探索将反垄断作为一种教学工具，来见证边缘化社区的人们的斗争，并扩大他们的经验，以批判基于种族、阶级和性别的经济权力体系。最后，我也呼吁用种族主义者的认识论来对抗商学院课堂上的特权。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

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.