把“阶级”带入课堂:通过管理教育解决社会阶级特权

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Kristie J. N. Moergen, Jennifer J. Kish-Gephart
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引用次数: 4

摘要

研究越来越认识到社会阶层的深远影响,以及它可以以多种方式有意义地塑造个人的工作和工作生活。因此,社会阶级和随之而来的阶级特权代表了管理课堂的相关和必要内容。在本文中,我们首先概述了针对社会阶层和工作的精选研究,这有助于强调社会阶层在组织生活中的重要性。接下来,为了帮助教育工作者将“课堂”带入管理课堂,我们展示了跨学科的教学资源。我们还提倡教育者的反思性,围绕社会阶层发展更广泛的词汇,并参与活动,提高学生对个人、机构、社会或文化层面基于阶级的不平等的理解。总的来说,我们汇集了与社会阶级和工作相关的研究和资源,不仅激励和告知管理教育工作者,还提供资源,帮助学生为驾驭阶级多元化的工作场所做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Bringing “Class” into the Classroom: Addressing Social Class Privilege Through Management Education
Research increasingly acknowledges the far-reaching impact of social class and the many ways in which it can meaningfully shape individuals’ work and working lives. As such, social class and concomitant class privilege represent relevant and necessary content for the management classroom. In this paper, we begin by offering an overview of select research addressing social class and work, which helps to emphasize the significance of social class in organizational life. Next, to help educators bring “class” into the management classroom, we present teaching resources from across disciplines. We also advocate for educator reflexivity, the development of broader vocabularies around social class, and engagement with activities that increase students’ understanding of class-based inequalities at the individual, institutional, and social or cultural levels. Overall, we bring together research and resources that relate to social class and work, to not only inspire and inform management educators, but also to offer resources that help students prepare for navigating a class-diverse workplace.
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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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