Indigenous Conversational Approach to History and Business Education

Doucette, Mary Beth; Gladstone, Joseph Scott; Carter, Teddy

doi:10.5465/amle.2020.0530

Cited by 16 publications

(7 citation statements)

References 26 publications

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“…Those who are granted tenure in MOS build upon already existing knowledge to gain recognition among established western academics. In contrast, prioritizing Indigenous knowledges is a long-term approach that requires rebuilding destroyed systems of knowledges and practices, valuing tacit knowledges and, most importantly, listening to and learning from the experiences of Indigenous knowledge keepers ( Doucette et al, 2021 ). This is particularly difficult to manage in MOS because of the pressures to replicate western modes of research ( Adair, 1999 ) that focus on gap-spotting ( Alvesson & Sandberg, 2013 ), especially when standards for management scholarship are increasingly rigid and codified ( Aguinis, Cummings, Ramani, & Cummings, 2020 ).…”

Section: Systemic Discrimination In Mos: Marginalization Of Indigenou...mentioning

confidence: 99%

“…Second, although current Indigenous scholars are having a notable impact on our discipline (e.g. Doucette et al, 2021 ; Kelly & Woods, 2020 ; Price, Hartt, Yue, & Pohlkamp, 2017 ; Woods, Dell, & Carroll, 2022 ), most of the research on Indigenous issues is produced by non-Indigenous scholars. This pattern further marginalizes Indigenous representation and diminishes the recognition of Indigenous rights and the importance of their traditional systems of knowledge.…”

Section: Systemic Discrimination In Mos: Marginalization Of Indigenou...mentioning

confidence: 99%

“… Gaudry & Lorenz, 2018 ) and indigenization (e.g. Doucette, Gladstone, & Carter, 2021 ) of universities and business schools.…”

Section: Introductionmentioning

confidence: 99%

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Indigenous Peoples and Organization Studies

Bastien¹,

Foster

Coraiola

2022

Organization Studies

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This essay encourages scholars of Management and Organization Studies (MOS) to critically reflect on how Indigenous peoples and their knowledges have been, and continue to be, systemically discriminated against. This discrimination is the result of colonization; it has deeply impacted and continues to affect which knowledges and practices are valued and embraced. The impact of colonization is mirrored in MOS via processes and actions within the academic setting and our business schools. The result is the continued marginalization of Indigenous peoples and their knowledges. We propose a shift in how MOS scholars approach research in relation to non-western societies to counter, and hopefully end, these continued practices of discrimination in our business schools. Specifically, we argue that demarginalizing Indigenous research in academia and going beyond ‘cosmetic indigenization’ in our business schools are new, collaborative ways of rethinking indigeneity and breaking down the current barriers in MOS that reinforce and perpetuate the systemic discrimination against Indigenous peoples, their knowledges, and practices.

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Section: Systemic Discrimination In Mos: Marginalization Of Indigenou...mentioning

confidence: 99%

Section: Systemic Discrimination In Mos: Marginalization Of Indigenou...mentioning

confidence: 99%

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Indigenous Peoples and Organization Studies

Bastien¹,

Foster

Coraiola

2022

Organization Studies

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“…Finally, it must be added that we see an opportunity to decolonize our own academic space. As noted by Doucette, Gladstone, and Carter (2021), it is important for Indigenous scholars to communicate in a manner that is culturally acceptable and effective for our own people. As such, and following their lead, IBAPA will purposely encourage a conversational tone with authors who are comfortable writing in such a manner.…”

Section: Our Goalmentioning

confidence: 99%

Why Here, Why Now: The Genesis of a Native American Business Journal

Stewart

2022

IBAPA

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IBAPA is the culmination of a decades-long journey in which there has been much progress in the development of Native American economies, but still rather modest progress in the development of Native American academic theory in the fields of business and public administration. There are multiple reasons why academic progress has been sluggish. One of the primary reasons is the lack of business professors who publish research about our community. This journal seeks to address this problem straight on. The editorial provides background on our purpose.

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“…Business schools are formal mechanisms used to legitimate and perpetuate western patterns of dominance such as racism, misogyny, cisheteronormativity and anthropocentrism and are reinforced by the scientific norms of academic writing which excludes particular ways of transmitting knowledge, including heartful stories (Gilmore et al ., 2019; Mandalaki, 2021). To combat this, Indigenous scholars have been calling to create safer (Evans and Sinclair, 2016), more humane and inclusive (Bastien et al ., 2023), relational (Doucette et al ., 2021), strengths-based (Salmon et al ., 2022) and trauma-informed (Price et al ., 2022b) spaces in MOS. And, they clearly outline that these spaces cannot be “confined to the non-scientific fringes of our discipline” (Bastien et al ., 2023, p. 665).…”

Section: Introduction Of Characters and Settingsmentioning

confidence: 99%

A story-net approach to qualitative research: having tea with stories!

Price,

Hartt

2023

QROM

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PurposeThe purpose of this paper is to share the story-net approach and to situate it as one that benefits from blending story as Indigenous methodology with non-corporeal actant theory (NCAT). The authors hope it will serve useful in building storytelling communities where Indigenous and non-Indigenous scholars are working to heal together from colonial trauma, reveal the inner workings of historical and ongoing colonial projects, dismantle the agency of colonial projects, and welcome heartful dialogue into the centre of MOS discourse.Design/methodology/approachThe authors employ a storytelling approach which includes mapping the story-net territory and identifying the plot points along the journey. The authors use the story-net approach to story the approach.FindingsThis approach served helpful when engaging within story archives and with storytelling collectives comprised of both Indigenous and non-Indigenous persons, peoples and knowledges. The authors found four key premises, which help to narrate the ontology, epistemology, methodology and axiology of the story-net approach and six plot points, which help in mapping the lessons learned from engaging with stories, storytellers, story listeners and the socio-discursive contexts surrounding story-net work.Originality/valueThe authors story an approach that can be useful to support emerging Indigenous scholars while engaging with their non-Indigenous colleagues to do story-net work. This approach may be useful to navigate the tensions to create safer, more humane, inclusive, relational, strengths-based and trauma-informed spaces for engaging with Indigenous stories, storytellers, story listeners and discourses, as well as, to plot the points of contention so as to set the stage for deepening respectful research relations.

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Indigenous Conversational Approach to History and Business Education

Cited by 16 publications

References 26 publications

Indigenous Peoples and Organization Studies

Indigenous Peoples and Organization Studies

Why Here, Why Now: The Genesis of a Native American Business Journal

A story-net approach to qualitative research: having tea with stories!

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