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1 – 10 of over 1000Summarizes the findings and observations from managerial andprofessional development workshops with managers, physicians, educators,and social workers where a theory of…
Abstract
Summarizes the findings and observations from managerial and professional development workshops with managers, physicians, educators, and social workers where a theory of experiential learning was applied in workshop design and content, along with the Learning Styles Inventory. In a follow‐up study of some of the workshops, participants reported an increase in self‐understanding and appreciation of their own and their colleagues′ learning styles and a valuing of the differences and integration of all four learning styles. Some reported an improvement in their working relationships between peers, supervisees, managers, and clients.
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Katherine J. C. Sang and Steven Glasgow
This chapter explores the potential for the classroom to be a space for activism and hope within the contemporary business school. Drawing on the extant literature, a reflexive…
Abstract
This chapter explores the potential for the classroom to be a space for activism and hope within the contemporary business school. Drawing on the extant literature, a reflexive account of our own teaching and learning practice, and a small number of interviews with academics using feminist material in their teaching in business schools, we explore the challenges, opportunities and joys experienced in the feminist classroom. We suggest that engaging in feminist teaching practice and theory can offer an opportunity for academics to engage in the critical management studies practice which is often said to be lacking within management research. We begin by setting out the extant positioning of Critical Management Studies, moving to an analysis of the educational context. Interwoven through this are our own perspectives. Our own reflections do not reveal the identities of students.
Judith White and Rita Weathersby
Aims to assess whether a university can become a true learning organization.
Abstract
Purpose
Aims to assess whether a university can become a true learning organization.
Design/methodology/approach
Focuses on the need for, and challenges of, transforming universities into true learning organizations.
Findings
Observes that few of the underlying values that serve as the underpinnings of the learning organizations are actually honored in universities.
Originality/value
Offers some possible avenues to help transform universities toward becoming learning organizations.
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Past research has shown there is a relationship between body image, sexual behavior, and pleasure. However, the majority of this research has centered on heterosexual…
Abstract
Past research has shown there is a relationship between body image, sexual behavior, and pleasure. However, the majority of this research has centered on heterosexual participants. In this analysis, the author considers how this relationship between body image, sexual behavior, and pleasure may look within women and genderqueer individuals who are all AFAB (assigned female at birth) with 26 out of 30 participants identifying as LGBTQIA+. The author examines perceptions of body size, body hair, and genitals to consider how intersections of social structures – specifically internalized sexism, racism, and misogyny – influence the participants’ experience of sexual interactions. Both resistance and embodiment of traditional gender norms, even as queer women and genderqueer individuals, were examined in these narratives. The majority of the moments where traditional gender norms are examined describe situations when the participants were sexually interacting with cis-gendered men.
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Edith A. Rusch and Sonya Douglass Horsford
The purpose of this paper is to seek to conceptualize a theory of self‐contribution as a framework for understanding and demonstrating the dispositions and skills academics and…
Abstract
Purpose
The purpose of this paper is to seek to conceptualize a theory of self‐contribution as a framework for understanding and demonstrating the dispositions and skills academics and educational leaders need to break the silence and engage in constructive talk about race across color lines.
Design/methodology/approach
Brian Fay's framework for critical theory provided the guideposts for the construct of self‐contribution. To address false consciousness, the authors turned to Mezirow's unlearning. The work of Tatum, and Parker and Shapiro clarified the social crisis and the educative components used the voice of color thesis (Delgado and Stefancic), Pillow's race‐based epistemologies, Horsford's research using counternarratives, and Argyris' work on defensive behaviors,. Finally, to address transformative actions the authors turned to Follett's principles of unifying, and Laible's loving epistemology.
Findings
The use of race‐based theories to center the discourse about race in mixed race settings has the potential to move the debate forward – beyond colorblindness and toward color consciousness – to place civic relationships based on the integration of desires, an openness to mutual influence and a commitment to unifying rather than equal opportunity to gain power over others (Follett).
Originality/value
At this moment in time, the potential of educational leadership students to lead socially just and equitable communities depends on educational leadership faculty's ability to participate in a way of knowing through self‐contribution.
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One interesting and unequivocal theme across the chapters is that everyone in teams, not just minority members, is affected by the group's composition – whites and blacks, men and…
Abstract
One interesting and unequivocal theme across the chapters is that everyone in teams, not just minority members, is affected by the group's composition – whites and blacks, men and women, and those who are experienced as well as inexperienced. Further, though there is evidence that minority members may be more affected than majority members (both positively and negatively – see, e.g., Chatman, Boisnier, Spataro, Anderson & Berdahl, in press), it is clear that majority members are influenced by group composition as well.
Denise Lewin Loyd, Judith B. White and Mary Kern
Research and theory on diversity in organizations tends to examine relations between the majority and minority and to overlook relations within the minority. In this chapter we…
Abstract
Research and theory on diversity in organizations tends to examine relations between the majority and minority and to overlook relations within the minority. In this chapter we explore the dynamics within a minority that represents a token percentage (less than 15%) of the larger group (Kanter, R. M. 1977b). We argue that members of a minority sub-group are subject to inter-group and intra-group pressures and that these pressures are greatest for a minority of two. We introduce the term “duo-status” to describe this two-token situation and examine the positive, neutral, and negative dynamics that result depending on the coping strategy chosen by each member of the duo.
This article reviews research published in secular management journals that examines what the world’s largest religions (Buddhism, Christianity, Confucianism, Hinduism, and Islam…
Abstract
This article reviews research published in secular management journals that examines what the world’s largest religions (Buddhism, Christianity, Confucianism, Hinduism, and Islam) say about management. In terms of how religion informs management, the literature identifies two basic means: (1) written scriptures (e.g., Analects, Bible, Quran) and (2) experiential spiritual practices (e.g., prayer, mindfulness). In terms of what religion says about management, the emphasis tends to be either on (1) enhancing, or (2) liberating mainstream management. Studies based on scriptures typically either enhance or liberate management, whereas empirical research based on spiritual disciplines consistently point to liberation. Implications are discussed.
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Eduardo Bonilla-Silva and Louise Seamster
This essay tackles the Obama “phenomenon,” from his candidacy to his election, as a manifestation of the new “color-blind racism” that has characterized U.S. racial politics in…
Abstract
This essay tackles the Obama “phenomenon,” from his candidacy to his election, as a manifestation of the new “color-blind racism” that has characterized U.S. racial politics in the post-civil rights era. Rather than symbolizing the “end of race,” or indeed a “miracle,” Obama's election is a predictable result of contemporary U.S. electoral politics. In fact, Obama is a middle-of-the-road Democrat whose policies since taking office have been almost perfectly in line with his predecessors, especially in terms of his failure to improve the lot of blacks and other minorities. In this essay, I review the concept of color-blind racism and its application to the Obama phenomenon. I also revisit some of my past predictions for Obama's presidency and evaluate their accuracy halfway through his term. Finally, I offer suggestions for constructing a genuine social movement to push Obama and future politicians to provide real, progressive “change we can believe in.”
This chapter is based on a chapter I added for the third edition of my book, Racism without Racists. Louise Seamster, a wonderful graduate student at Duke, helped me update some material, locate new sources, and rework some sections, as well as abridge some of the many footnotes (interested readers can consult the chapter). I kept the first person to maintain the more direct and engaged tone of the original piece and because the ideas (the good, the bad, and the ugly ones) in the chapter are mine, and thus, I wish to remain entirely responsible for them.