Contextual and Experiential Understandings of Privilege as Intersectional

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kevin D. Lo
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引用次数: 1

Abstract

With ongoing racial tensions, terms such as antiracism and diversity, equity, inclusion (DEI) are buzzwords on campuses across the United States. Yet resources, especially in management education, to teach privilege and intersectionality are limited. This article introduces four reflection exercises I have found valuable in facilitating students’ different understandings (contextual and experiential) of privilege as intersectional. In addition, I present a conceptual framework for thinking about the intersection of multiple identities simultaneously given contextual and experiential understandings of privilege. In this way, this article makes both pedagogical and theoretical contributions. The sharing of these exercises, personal reflections, and teaching suggestions are geared at stimulating dialogue for how we learn and teach privilege, intersectionality, diversity, and antiracism. Instructors, regardless of their backgrounds, are invited to reflect on their intersectionality and privilege and also to consider integrating these exercises into their own DEI teaching.
背景和经验的理解作为交叉的特权
随着种族紧张局势的持续,反种族主义和多样性、公平、包容(DEI)等术语成为美国校园里的流行语。然而,教授特权和交叉性的资源有限,尤其是在管理教育方面。这篇文章介绍了四个反思练习,我发现这四个练习在促进学生对特权的不同理解(上下文和经验)方面很有价值。此外,我还提出了一个概念框架,用于在对特权的上下文和经验理解的情况下,同时思考多重身份的交叉。这样,本文在教学和理论上都做出了贡献。分享这些练习、个人反思和教学建议,旨在激发我们如何学习和教授特权、交叉性、多样性和反种族主义的对话。教师,无论其背景如何,都被邀请反思他们的交叉性和特权,并考虑将这些练习融入他们自己的DEI教学中。
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
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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