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This groundbreaking book addresses a critical gap in business education by examining the influence of chattel slavery on modern management practices. It challenges conventional teaching methods and exposes how ignoring this history perpetuates systemic racism and White supremacy in business education. Through qualitative interviews with faculty nationwide, this book offers a fresh perspective on how historical practices of cruelty and coercion continue to shape today's management strategies. Readers will gain a comprehensive understanding of the deep connections between chattel slavery and contemporary management practices. The book provides compelling arguments and evidence that highlight the need to integrate this historical context into business education. By adopting a symptomatic approach, as advocated by behavioral scientist Edgar J. Ridley, the book presents innovative ways to address symbolic behaviors that perpetuate racism and inequality in the workplace. This book is essential for business educators, management students, and researchers interested in the intersection of history, race, and business practices. It is also valuable for professionals committed to creating more equitable and socially responsible business environments. By bridging historical insights with contemporary issues, this book equips readers with the knowledge and tools to challenge and transform traditional business education.
Linda L. Ridley is a Doctoral Lecturer/Adjunct Assistant Professor of the City University of New York (CUNY), USA, and CEO of Edgar J. Ridley & Associates, Inc., an international management consulting firm specializing in the behavioral sciences, servicing clients throughout Asia, Africa, and the Americas.
Introduction SECTION I. Need for curriculum change in business and management studies Chapter 1. Dismantling Hegemony Within Introductory Business and Management Chapter 2. Business and Management Teaching Aided by a Symptomatic Thought Process® Chapter 3. A Symptomatic Approach to the Globalization of Education SECTION II. Faculty management of classroom racial discourse Chapter 4. Curriculum change requires classroom racial fluency Chapter 5. Faculty discussion of topics considered racialized SECTION III. Overcoming myth in pedagogy Chapter 6. Role of symbolism in curriculum development Chapter 7. A Symptomatic Approach for Developing Business Pedagogy
