How we learn whiteness: Disciplining and resisting management knowledge

2021 ◽  
pp. 135050762110616
Author(s):  
Helena Liu
Keyword(s):  
Intellectual History ◽  
Racial Inequality ◽  
Research Review ◽  
Epistemic Norms ◽  
Institutional Frameworks ◽  
Management Knowledge ◽  
Global North

In management studies, whiteness is learnt through the discipline’s epistemic norms and conventions, received intellectual history, conceptual canon, driving logics and institutional frameworks. The foundational white epistemology of management produces and secures racial inequality while insisting that race is irrelevant and racism is obsolete in a post-racial imaginary. In this conceptual piece, I explore how scholars of colour and our knowledge experience a phenomenon of seen invisibility. This dialectical condition is reproduced through mechanisms and practices by which our discipline is disciplined within the prevailing racial order. After analysing examples of these normalised mechanisms and practices through the testimonies of scholars of colour who research, review, teach and edit management theorising in the Global North, I discuss how we might unlearn whiteness in our discipline through epistemic resistance.

Liberalism Is Not Enough

2018 ◽  
Author(s):  
Robin Marie Averbeck
Keyword(s):  
Civil Rights ◽  
Intellectual History ◽  
Racial Inequality ◽  
Great Society ◽  
Voting Rights Act ◽  
Conservative Movement ◽  
Postwar America ◽  
History Of ◽  
Initial Content ◽  
The 1960S

In this intellectual history of the fraught relationship between race and poverty in the 1960s, Robin Marie Averbeck offers a sustained critique of the fundamental assumptions that structured liberal thought and action in postwar America. Focusing on the figures associated with “Great Society liberalism” like Daniel Patrick Moynihan, David Riesman, and Arthur Schlesinger Jr., Averbeck argues that these thinkers helped construct policies that never truly attempted a serious attack on the sources of racial inequality and injustice. In Averbeck’s telling, the Great Society’s most notable achievements--the Civil Rights Act and the Voting Rights Act--came only after unrelenting and unprecedented organizing by black Americans made changing the inequitable status quo politically necessary. And even so, the discourse about poverty created by liberals had inherently conservative qualities. As Liberalism Is Not Enough reveals, liberalism’s historical relationship with capitalism shaped both the initial content of liberal scholarship on poverty and its ultimate usefulness to a resurgent conservative movement.

scholarly journals Internal colonisation: The intimate circulations of empire, race and liberal government

2017 ◽  
Vol 24 (4) ◽  
pp. 765-790 ◽  
Author(s):  
Joe Turner
Keyword(s):  
International Relations ◽  
Intellectual History ◽  
Black Studies ◽  
Knowledge Practices ◽  
Global North ◽  
Liberal Government ◽  
Colonial Histories ◽  
The Uk ◽  
The Relationship ◽  
North And South

This article proposes that ‘internal colonisation’ provides a necessary lens through which to explore the relationship between violence and race in contemporary liberal government. Contributing to an increasing interest in race in International Relations, this article proposes that while racism remains a vital demarcation in liberal government between forms of worthy/unworthy life, this is continually shaped by colonial histories and ongoing projects of empire that manifest in the Global North and South in familiar, if not identical, ways. In unpacking the concept of internal colonisation and its intellectual history from Black Studies into colonial historiography and political geography, I highlight how (neo-)metropolitan states such as Britain were always active imperial terrain and subjected to forms of colonisation. This recognises how metropole and colonies were bounded together through colonisation and how knowledge and practices of rule were appropriated onto a heterogeneity of racialised and undesirable subjects both within colonies and Britain. Bringing the argument up to date, I show how internal colonisation remains diverse and dispersed under liberal empire — enhanced through the war on terror. To do this, I sketch out how forms of ‘armed social work’ central to counterinsurgency in Afghanistan and Iraq are also central to the management of sub-populations in Britain through the counterterrorism strategy Prevent. Treating (neo-)metropoles such as the UK as part of imperial terrain helps us recognise the way in which knowledge/practices of colonisation have worked across multiple populations and been invested in mundane sites of liberal government. This brings raced histories into closer encounters with the (re)making of a raced present.

scholarly journals The Family-School Relationships in Europe: A Research Review

2012 ◽  
Vol 2 (1) ◽  
pp. 13-33
Author(s):  
Paola Dusi
Keyword(s):  
Family Relationship ◽  
Research Review ◽  
Parental Participation ◽  
Unresolved Issue ◽  
The Czech Republic ◽  
Teacher Relationships ◽  
Institutional Frameworks ◽  
The Family ◽  
Home And School ◽  
School Communications

The literature on research carried out in the field and parents’ and teachers’ declarations all point in the same direction: good collaboration between home and school is useful to the child-student for his education and learning. Despite this, parent-teacher relationships in Europe (and elsewhere), from Spain to Sweden, from Ireland to Greece, and from Italy to the Czech Republic, represent an unresolved issue. This is a complex relationship that calls into play various social spheres: macro (social), intermediary (institutional) and micro (relational); in fact, there are as many diverse realities as there are schools. In Europe, the relationshipbetween individual behaviours (parents vs. teachers), social orientations (neoliberalism) and institutional frameworks (school markets) appears significant: scarce parental participation, lack of adequate forms of home-school communications, and the need to make investments inparent and teacher training. Nevertheless, family and school are called on to create a dialogue in order to contribute to the processes of training new generations. They both need each other in order to carry out that task in the best way. This paper presents and discusses the results of a theoretical analysis conducted on the basis of the international literatureconcerning research on the school-family relationship, with particular attention on the situation of different European countries, and concludes with suggestions for some practical improvements. 

scholarly journals The Global East and the Globe

2020 ◽  
Vol 19 (3) ◽  
pp. 102-129
Author(s):  
Elena Trubina
Keyword(s):  
Intellectual History ◽  
Global South ◽  
Point Of View ◽  
Post Colonial ◽  
Global Circulation ◽  
The World ◽  
History Of ◽  
Global North ◽  
Political Economic ◽  
National Governments

The article is a detailed response to the text by Martin Müller “In Search for the Global East”, written on the basis of the experience of a scientist specializing in post-socialist realities, and included in the global circulation of social and humanitarian knowledge. It deals with the possibility of reflection of the place of the post-socialist part of the world in the world as a whole, from the point of view of a community formed by those who live in the post-socialist space and those who explore different aspects of post-socialist life. The genealogy of discussions about the Global South and the Global North, which are fundamental for such disciplines as geography (political, economic, and human) and urban studies, as well as the formation of the conceptual link of “development = the global South” in the political history of the second half of the twentieth century and in the intellectual history of this period is discussed. It is argued that the Global South is actively discussed in the global debates of geographers, urbanists, and historians. It also occupies a prominent place in transnational, big stories about what is happening in the world, and with the world. At the same time, the post-socialist world (Müller proposes the name “Global East” for it) occupies an insignificant place in these narratives. “Development” (no matter how different and controversial it may be) in relation to that part of the “global” which is comprised from Eastern Europe, Russia, and Central Asia, is understood as a task of national governments, and which must be solved by following Western recipes. The article explains the reasons for the lack of understanding of what this region means today, as well as the difficulties of conducting and popularizing research about it, in particular, the ongoing post-colonial decentralization of the West as a privileged place of knowledge production. The conclusion of the article is that much more research is needed in which different perceptions of the global are compared, including the ones generated in/by the “Global East”.

History of African American Political Thought and Antiracist Critical Theory

2017 ◽  
Author(s):  
Robert Gooding-Williams
Keyword(s):  
African American ◽  
Critical Theory ◽  
Intellectual History ◽  
Political Thought ◽  
Racial Inequality ◽  
American Political Thought ◽  
Modern Racism ◽  
History Of ◽  
Historical Accounts ◽  
The Relationship

The relationship between antiracist critical theory and the study of the history of African American thought merits consideration in light of an ongoing debate between anachronists and antiquarians about the relationship between the current practice of philosophy and the study of the history of philosophy. Contemporary antiracist critical theory is extensive and includes expansive genealogical and critical historical accounts of modern racism; racial and gender oppression; roles that policing, prison growth, and segregation play in perpetuating racial inequality; and appraisals of recent black politics—including the “Black Lives Matter” movement. Many of these efforts take up the history of African American political thought and complicate our understanding of the relationship between the issues that engage contemporary critical theorists and the issues that engaged some of their predecessors. Recent scholarship on the social and political thought of W. E. B. Du Bois is highly relevant to this comparison between critical theory and intellectual history.

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