Trojan horses: Creating a positive hidden (extra)curriculum through a Justice, Equality, Diversity and Inclusion (JEDI) initiative

IF 2.8 3区管理学 Q2 MANAGEMENT

Management Learning Pub Date : 2023-04-18 DOI:10.1177/13505076231162633

Amir E. Keshtiban, Mark Gatto, Jamie L. Callahan

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引用次数: 1

Abstract

In this paper, we describe a mechanism for subverting the institutional-level neo-liberal hidden curricula of responsibility learning in universities by using a positive hidden curriculum based on extra-curricular activities partnering staff and students. In our study, we leverage projects from an institution-sponsored Justice, Equality, Diversity and Inclusion (JEDI) initiative as notional ‘Trojan horses’ to instil within university students a more reflexive awareness of responsibility that they can take with them when they graduate. In delivering this positive hidden (extra)curriculum, staff are seemingly performing the formal agenda of the institution’s responsibility agenda while undermining its managerialist hidden curriculum by working in tandem with students. Our key findings – student reflection and voice – are evidence of the positive hidden curriculum implementation. Our contributions are twofold. First, we demonstrate that positive hidden curricula can serve as a tool of micro-activism to subvert managerialist hidden curricula. Second, we offer another dimension to Semper and Blasco’s interpersonal strategies for challenging the hidden curriculum by showing that collaborative projects between students and staff can be sites of a positive hidden (extra)curriculum. Collaborative initiatives such as the ones we describe in this article provide a tangible foundation for reconsidering creative and intrinsic approaches to responsible learning environments.

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特洛伊木马:通过公正、平等、多样性和包容性(JEDI)倡议创建积极的隐藏(额外)课程

在本文中，我们描述了一种机制，通过使用基于教职员工和学生合作的课外活动的积极隐性课程来颠覆大学制度层面的新自由主义责任学习隐性课程。在我们的研究中，我们利用一个机构赞助的正义、平等、多样性和包容性(JEDI)倡议项目作为概念上的“特洛伊木马”，向大学生灌输一种更具反思性的责任意识，使他们在毕业时能够承担起责任。在提供这种积极的隐性(额外)课程时，员工似乎在执行机构责任议程的正式议程，同时通过与学生合作来破坏其管理主义隐性课程。我们的主要发现-学生的反思和声音-是积极的隐性课程实施的证据。我们的贡献是双重的。首先，我们论证了积极的隐性课程可以作为微观行动主义的工具来颠覆管理主义的隐性课程。其次，我们为Semper和Blasco的人际关系策略提供了另一个维度，通过展示学生和员工之间的合作项目可以成为积极的隐藏(额外)课程的场所，从而挑战隐藏课程。我们在本文中描述的协作计划为重新考虑负责任的学习环境的创造性和内在方法提供了切实的基础。

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

Management Learning MANAGEMENT-

CiteScore

6.10

自引率

29.20%

发文量

期刊介绍： The nature of management learning - the nature of individual and organizational learning, and the relationships between them; "learning" organizations; learning from the past and for the future; the changing nature of management, of organizations, and of learning The process of learning - learning methods and techniques; processes of thinking; experience and learning; perception and reasoning; agendas of management learning Learning and outcomes - the nature of managerial knowledge, thinking, learning and action; ethics values and skills; expertise; competence; personal and organizational change