Decolonising the Marketing Academy: An Indigenous Māori Perspective on Engagement, Methodologies and Practices

2021 ◽  
pp. 183933492110622
Author(s):  
Tyron R. Love ◽  
C. Michael Hall
Keyword(s):  
Business School ◽  
Social Issues ◽  
Cultural Control ◽  
Participatory Approaches ◽  
Indigenous Knowledges ◽  
Marketing Education ◽  
Indigenous Worldviews ◽  
Indigenous Lands

In a context where the marketing discipline and its institutions has no choice but to face up to its embeddedness in social issues it is therefore important and timely to consider how marketing in colonial states – in which indigenous lands were/are appropriated, cultures systematically discriminated against, and identities, language and generations stolen – acknowledges its past and confront its future. This essay calls for the understanding and incorporation of indigenous knowledges and worldviews. It further asks for considerations of cultural control, nonappropriation and participatory approaches in marketing. Acknowledging that a university or business school is sited on indigenous lands, or opening a meeting with greetings or formal introductions are relevant, but they become little more than indigenous tokenism unless they are part of a wider journey of change and understanding. Any incorporation of indigenous worldviews into marketing education and research must be cognisant of the potential for exploitation.

Enhancing Sustainability through Experiential Learning in Management Education

2017 ◽  
pp. 256-274
Author(s):  
Aasha Jayant Sharma
Keyword(s):  
Experiential Learning ◽  
Business School ◽  
Management Education ◽  
Social Issues ◽  
Action Learning ◽  
School Curriculum ◽  
Business Practices ◽  
Holistic View ◽  
Responsible Business Practices ◽  
Corporate Level

Sustainability related areas like CSR, business ethics and corporate governance as subjects is seen in most business school curriculum, whether its inclusion leads to inculcating interest and values for responsible business practices is still a big question. Sustainability incorporates holistic view of issues; the curriculum therefore, has to make linkages to social issues and has to be contextual. The focus of business school curriculum has to be on sensitizing students towards responsible citizenship along with competency building in the area of sustainability. Here, experiential' or action learning would be helpful. The chapter posits the importance of experiential learning in the context of management education and highlights the fact that unless sensitized to the sustainability issues, business schools or at corporate level will see it only from compliance perspective. The chapter also discusses success story of existing modules on experiential learning crafted by 2 NGO's intended to sensitize the participants.

scholarly journals The role of Indigenous knowledges in psychedelic science

2019 ◽  
Vol 4 (1) ◽  
pp. 16-23
Author(s):  
Evgenia Fotiou
Keyword(s):  
Scientific Inquiry ◽  
Current Model ◽  
Knowledge Systems ◽  
Multiple Perspectives ◽  
Theoretical Frameworks ◽  
Indigenous Knowledges ◽  
Indigenous Worldviews ◽  
Indigenous Knowledge Systems ◽  
Ontological Turn

This paper reflects on potential contributions from anthropology to the field of “psychedelic science.” Although the discipline’s beginnings went hand in hand with colonialism, it has made significant contributions to the understanding of Indigenous knowledge systems. Furthermore, recent calls to decolonize our theoretical frameworks and methodology, notably the “ontological turn,” open up the space for engaging meaningfully with Indigenous worldviews. At this critical juncture of the “psychedelic renaissance,” it is important to reflect on whether the current model is satisfactory and on ways to decolonize psychedelic science. What we need is a shift in paradigm, one that will acknowledge the validity of Indigenous worldviews as equal partners to scientific inquiry. Acknowledging the contributions of Indigenous knowledges to psychedelic science is necessary and needs to go hand in hand with attempts to revise biomedical models to be more inclusive in substantial ways. The paper does not argue for the abandonment of the scientific paradigm, rather for the abandonment of its privileged position. Decolonizing psychedelic science will require allowing multiple perspectives to coexist and contribute equally to our efforts going forward.

Engaging Students and Communities Through Service Learning and Community-Academia Partnerships

2019 ◽  
pp. 84-116
Author(s):  
Marco Bardus ◽  
Christine T. Domegan ◽  
L. Suzanne Suggs ◽  
Bent Egberg Mikkelsen
Keyword(s):  
Intellectual Disability ◽  
Service Learning ◽  
Food Consumption ◽  
Water Consumption ◽  
Critical Reflection ◽  
Social Issues ◽  
Waste Reduction ◽  
Marketing Education ◽  
Learning Principles

In this chapter, the authors present cases from four teaching marketing education experiences, based on community engagement and service learning principles. The cases address environmental and social issues (i.e., waste minimization [Lebanon], food consumption [Denmark], intellectual disability [Ireland], water consumption, and plastic waste reduction [Switzerland]). This chapter stems from discussions generated during a thematic workshop the authors organized at the 3rd European Social Marketing Conference, held in Espoo, Finland, on September 22, 2016. Through these cases, the authors aim to stimulate critical reflection on the role of service learning in the broader marketing education and on the intersection between education and profession.

Hunting for Justice

2018 ◽  
Vol 9 (1) ◽  
pp. 75-90 ◽  
Author(s):  
Lauren Eichler ◽  
David Baumeister
Keyword(s):  
Indigenous Peoples ◽  
Wildlife Conservation ◽  
Settler Colonialism ◽  
Indigenous Identity ◽  
The North ◽  
Indigenous Worldviews ◽  
Seven Principles ◽  
Indigenous Lands ◽  
American Model ◽  
Theoretical Apparatus

Within the mainstream environmental movement, regulated hunting is commonly defended as a tool for preserving and managing populations of wild animals for future generations. We argue that this justification, encapsulated in the seven principles of the North American Model of Wildlife Conservation, perpetuates settler colonialism—an institutional and theoretical apparatus that systemically eliminates Indigenous peoples, expropriates Indigenous lands, and disqualifies Indigenous worldviews— insofar as it manifests an anthropocentric ideology that objectifies hunted animals as “natural resources” to be extracted. Because this ideology is antithetical to Indigenous views, its imposition through hunting regulation interrupts Indigenous lifeways, contributing to the destruction of Indigenous identity.

Engaging Students and Communities Through Service Learning and Community-Academia Partnerships

2021 ◽  
pp. 832-856
Author(s):  
Marco Bardus ◽  
Christine T. Domegan ◽  
L. Suzanne Suggs ◽  
Bent Egberg Mikkelsen
Keyword(s):  
Intellectual Disability ◽  
Service Learning ◽  
Food Consumption ◽  
Water Consumption ◽  
Critical Reflection ◽  
Social Issues ◽  
Waste Reduction ◽  
Marketing Education ◽  
Learning Principles

In this chapter, the authors present cases from four teaching marketing education experiences, based on community engagement and service learning principles. The cases address environmental and social issues (i.e., waste minimization [Lebanon], food consumption [Denmark], intellectual disability [Ireland], water consumption, and plastic waste reduction [Switzerland]). This chapter stems from discussions generated during a thematic workshop the authors organized at the 3rd European Social Marketing Conference, held in Espoo, Finland, on September 22, 2016. Through these cases, the authors aim to stimulate critical reflection on the role of service learning in the broader marketing education and on the intersection between education and profession.

Achieving Scaled and Sustained Use of Client-Based Projects in Business School Marketing Education: A Proposed Suprastructure

2019 ◽  
pp. 027347531988117
Author(s):  
Doreen E. Shanahan ◽  
Lynda H. Palmer ◽  
Jim Salas
Keyword(s):  
Business School ◽  
Economies Of Scale ◽  
Business Community ◽  
Participatory Action ◽  
Marketing Department ◽  
Marketing Education ◽  
Sustained Use ◽  
Development Processes ◽  
Unified View ◽  
School Marketing

Business scholars agree that well-constructed experiential learning and specifically client-based projects (CBPs) provide an opportunity for students to apply concepts they learn to solve particular problems. As an additional outcome, they provide value for multiple stakeholders including the client, business community, university, and the instructor. However, CBPs can be inherently complex and demanding on instructors, impeding adoption and sustained use. As critical participatory action researchers, we worked collaboratively with faculty within our marketing department to examine and address the challenges of scaling capacity to support, effectively replicate, and grow use of CBPs in our business school marketing courses and subsequently other department curriculum. This article describes a unified view of project management and business development processes as a framework for effective scaled use of CBPs and outlines a suprastructure. It additionally offers “how to” guidance that can support use of a suprastructure as a means of achieving economies of scale, including description of roles and relationships.

scholarly journals Decolonizing Reflexive Practice Through Photo Essay Aisinai’pi Storying Place

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Christine A. Walsh ◽  
Natalie St-Denis ◽  
Anita Eagle Bear
Keyword(s):  
Social Work ◽  
Indigenous Peoples ◽  
Visual Methods ◽  
Professional Identities ◽  
Social Work Educators ◽  
Indigenous Knowledges ◽  
Truth And Reconciliation ◽  
Indigenous Worldviews ◽  
Reflexive Practice ◽  
Photo Essay

In response to the Truth and Reconciliation Commission’s Calls to Action, universities across Canada are currently exploring ways to decolonize and indigenize their institutions and curriculum. The profession of social work has had an historical and ongoing role in the oppression of Indigenous Peoples, and now has the responsibility to advance and integrate Indigenous worldviews for reconciliation and healing. Storytelling has been described as an embodiment of Indigenous knowledges and validates the experiences of Indigenous Peoples. Although traditional stories have been most often shared orally, visual methods of storytelling have gained popularity among oppressed communities as a way to share their realities. This photo essay project was developed as a tool to guide social work educators and students to decolonize their reflexive practice by reflecting on their personal and professional identities in relationship to place.The photo essay presents a series of images evoking stories of original peoples and settlers on this land and fuels important questions about identity and belongingness. Keywords: Decolonization, reflexive practice, photography, storytelling 

Decolonizing Reflexive Practice Through Photo Essay Aisinai’pi Storying Place

2018 ◽  
Vol 10 (1) ◽  
Author(s):  
Christine A. Walsh
Keyword(s):  
Social Work ◽  
Indigenous Peoples ◽  
Visual Methods ◽  
Professional Identities ◽  
Social Work Educators ◽  
Indigenous Knowledges ◽  
Truth And Reconciliation ◽  
Indigenous Worldviews ◽  
Reflexive Practice ◽  
Photo Essay

In response to the Truth and Reconciliation Commission’s Calls to Action, universities across Canada are currently exploring ways to decolonize and indigenize their institutions and curriculum. The profession of social work has had an historical and ongoing role in the oppression of Indigenous Peoples, and now has the responsibility to advance and integrate Indigenous worldviews for reconciliation and healing. Storytelling has been described as an embodiment of Indigenous knowledges and validates the experiences of Indigenous Peoples. Although traditional stories have been most often shared orally, visual methods of storytelling have gained popularity among oppressed communities as a way to share their realities. This photo essay project was developed as a tool to guide social work educators and students to decolonize their reflexive practice by reflecting on their personal and professional identities in relationship to place.The photo essay presents a series of images evoking stories of original peoples and settlers on this land and fuels important questions about identity and belongingness. Keywords: Decolonization, reflexive practice, photography, storytelling

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