Epistemic injustice and hegemonic ordeal in management and organization studies: Advancing Black scholarship

Muzanenhamo, Penelope; Chowdhury, Rashedur

doi:10.1177/00187267211014802

Cited by 46 publications

(48 citation statements)

References 96 publications

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“…Still, we are not without hope. We join other scholars by concluding this piece with recommendations for change (Muzanenhamo & Chowdhury, 2021;Mahabeer et al, 2018;Turner et al, 2008).…”

Section: Discussionmentioning

confidence: 95%

It Could Be Us: Black Faculty as “Threats” on the Path to Tenure

Carter

Craig

2022

Race and Justice

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Racial disparities in tenure and promotion outcomes are well known in the existing research literature. Scholarship establishes that Black and Brown faculty experience unique challenges when navigating the tenure and promotion process, such as lack of diverse mentorship, biased student/peer evaluations, and disproportionately high service demands. However, the public has entered this discourse due to recent media attention involving the tenure cases of Nikole Hannah-Jones and Cornel West, and this has prompted minoritized faculty nationwide to reflect on the implications of these incidents on their own careers. This study relies on theoretical and conceptual literature to discuss the professional realities Black faculty face on the job. We make the theoretical claim that the racial threat hypothesis can facilitate understanding of how Black faculty pursuing tenure is a political threat to white hegemony in the academy resulting in an increase of social control. We conclude with concrete recommendations on how Black scholars can wield the label of “threat” to successfully navigate the academy.

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“…Still, we are not without hope. We join other scholars by concluding this piece with recommendations for change (Muzanenhamo & Chowdhury, 2021;Mahabeer et al, 2018;Turner et al, 2008).…”

Section: Discussionmentioning

confidence: 95%

It Could Be Us: Black Faculty as “Threats” on the Path to Tenure

Carter

Craig

2022

Race and Justice

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“…21,22 When FOCs lead such conversations in predominantly White spaces there may be a reflexive defensiveness and suspicion that arises. 23 Defensiveness arises because people may feel accused of wrongdoing and threatened. Suspicion may develop because there is often the assumption of secondary gain for the person of color who is arguing for racial equity and advancement.…”

Section: Discussionmentioning

confidence: 99%

Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation

Edmonds

Neal

Shanks

et al. 2021

Journal of Medical Education and Curricular Development

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Introduction: In the wake of George Floyd’s murder, White faculty in our department began to express the desire to gain a greater understanding of structural racism and racial inequity. To facilitate this learning, support allyship, and mitigate the emotional labor and taxation that frequently falls on faculty of color to respond to these appeals, we developed AWARE (Allies Welcomed to Advance Racial Equity), a faculty seminar series primarily designed for and led by a majority White faculty to tackle the topics of structural racism, Whiteness, and Anti-racist action. Methods: We developed a 6-session seminar series, identifying 5 White faculty as lecturers and a cadre of Black and White volunteer facilitators, to lead 60-minute sessions comprised of lecture, facilitated small group reflection, and large group sharing, that reviewed key topics/texts on structural racism, Whiteness, and Anti-racism. Results: Attendance ranged from 26 to 37 participants at each session. About 80% of faculty participated in at least 1 session of the program. The majority of participants (85%) felt “more empowered to influence their current environment to be more inclusive of others” and were “better equipped to advocate for themselves or others.” Most (81%) felt “more connected to their colleagues following completion of the program.” Ultimately, faculty thought highly of the program upon completion with 26/27 (96%) stating they would recommend the program to a colleague. Discussion: We offer a reproducible model to improve departmental climate by engaging in the shared labor of educating our colleagues and communities about structural racism, Whiteness, and Anti-racism to create a point of entry into reflection, dialogue, and deliberate actions for change.

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“…Based on our analysis and integration of literature on the documented racialized experiences of black (and brown) scholars (Ahmed, 2021 ; Muzanenhamo & Chowdhury, 2021 ; Nkomo, 2016 ), and diverse forms of (in)equalities and (business) ethics, we suggest the following as the interlinked dimensions of noncooperative spaces: (i) a deceiving design (Ahmed, 2012 , 2021 ; Chelliah & Swamy, 2018 ; de Vries et al, 2012 ; Jehn & Scott, 2008 ; Olekalns & Smith, 2007 ); (ii) indifference (Acker, 2006 ; Frankenberg, 1993 ; Heffernan, 2011 ; Latané & Darley, 1970 ); and (iii) false equivalence (Baron & Jost, 2019 ; Cooper, 2010 ; Springer & Özdemir, 2022 ).…”

Section: Theoretical Contextmentioning

confidence: 99%

A Critique of Vanishing Voice in Noncooperative Spaces: The Perspective of an Aspirant Black Female Intellectual Activist

Muzanenhamo

Chowdhury

2022

J Bus Ethics

Self Cite

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We adopt and extend the concept of ‘noncooperative space’ to analyze how (aspirant) black women intellectual activists attempt to sustain their efforts within settings that publicly endorse racial equality, while, in practice, the contexts remain deeply racist. Noncooperative spaces reflect institutional, organizational, and social environments portrayed by powerful white agents as conducive to anti-racism work and promoting racial equality but, indeed, constrain individuals who challenge racism. Our work, which is grounded in intersectionality, draws on an autoethnographic account of racially motivated domestic violence suffered by our lead author. Our analysis suggests that (aspirant) black women intellectual activists must develop courage to sustain their ‘voice’ within noncooperative spaces. However, the three interlinked dimensions of noncooperative spaces—namely, deceiving design, hegemonic actors’ indifference to racism, and (some assimilated gatekeepers’) false equivalence—may gradually erode a black female scholar’s courage. This forces her ‘voice’ to vanish temporarily, or even permanently. Courage is thus fragile and depletable. Yet, courage can be regenerated, resulting in regaining voice. Consequently, we propose courageous collective action by white allies and black and brown individuals who voluntarily and officially cooperate within and across various spaces to achieve racial equality.

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Epistemic injustice and hegemonic ordeal in management and organization studies: Advancing Black scholarship

Cited by 46 publications

References 96 publications

It Could Be Us: Black Faculty as “Threats” on the Path to Tenure

It Could Be Us: Black Faculty as “Threats” on the Path to Tenure

Allies Welcomed to Advance Racial Equity (AWARE) Faculty Seminar Series: Program Design and Implementation

A Critique of Vanishing Voice in Noncooperative Spaces: The Perspective of an Aspirant Black Female Intellectual Activist

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