{"title":"背景和经验的理解作为交叉的特权","authors":"Kevin D. Lo","doi":"10.1177/10525629221142556","DOIUrl":null,"url":null,"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.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2022-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Contextual and Experiential Understandings of Privilege as Intersectional\",\"authors\":\"Kevin D. Lo\",\"doi\":\"10.1177/10525629221142556\",\"DOIUrl\":null,\"url\":null,\"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.\",\"PeriodicalId\":47308,\"journal\":{\"name\":\"Journal of Management Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2022-12-10\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Management Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/10525629221142556\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Management Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/10525629221142556","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Contextual and Experiential Understandings of Privilege as Intersectional
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.
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.