{"title":"谁说这很常见?重新思考我们对教学常识的假设","authors":"Yifeng Fan, T. Hogan","doi":"10.1177/10525629221143758","DOIUrl":null,"url":null,"abstract":"There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.","PeriodicalId":47308,"journal":{"name":"Journal of Management Education","volume":null,"pages":null},"PeriodicalIF":2.5000,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Who Says It’s Common? Rethink Our Assumptions About Common Sense in Teaching\",\"authors\":\"Yifeng Fan, T. Hogan\",\"doi\":\"10.1177/10525629221143758\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.\",\"PeriodicalId\":47308,\"journal\":{\"name\":\"Journal of Management Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2022-12-13\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Management Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/10525629221143758\",\"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/10.1177/10525629221143758","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Who Says It’s Common? Rethink Our Assumptions About Common Sense in Teaching
There has been strong advocacy for educators to extensively examine pedagogical assumptions to design more inclusive and accessible classes. However, our assumptions about inclusivity and the interplay of privilege and students’ “common sense” have received little attention. As such, a common sense gap exists, where faculty may regard certain content or information as familiar to all students without considering the more profound effects of institutionalized privileges on the educational experiences of students without privileged backgrounds. Adopting a critical lens to examine foundational assumptions about common sense has meaningful implications for the ideal of higher education as a credible pathway to social mobility for all. This paper illustrates how the creation and dissemination of “common sense” are bounded by social class and socialization processes. We consider how blind spots about “common sense” in management learning and education shape the experience of less privileged students, which then helps create and perpetuate stigma and inequality in workplaces and society. Furthermore, we integrate the literature on stigma and higher education to confer suggestions for educators and institutions on how to destigmatize education and effectively design and deliver inclusive classroom experiences.
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.