BEGIN:VCALENDAR VERSION:2.0 METHOD:PUBLISH PRODID:-//Telerik Inc.//Sitefinity CMS 14.0//EN BEGIN:VEVENT DESCRIPTION: \; \; \; \;Online Paper Development Workshop5- 6 April \;2022Led ByArun Kumar (University of Essex\, UK)\; Hari Bapuj i (University of Melbourne\, Australia)\; Vivek Soundararajan (University of Bath\, UK)\; Tine Köhler (University of Melbourne\, Australia)\;\n R afael Alcadipani (Escola de Administração de Empresas de São Paulo da Fund ação Getulio Vargas\, Brazil)\; Mette Morsing (UN PRME)\; and Diego M. Cor aiola (University\n of Victoria\, Canada).Purpose and AgendaAlthough be lated\, management research is paying increasing attention to socioeconomi c inequalities (Amis et al.\, 2020\; Bapuji et al.\, 2020). Despite the vi brant research on the role of management\, organizations\, and decision-ma kers in socioeconomic\n inequalities\, concerted scrutiny of th e links between management education and re/production of socioeconomic in equalities has been limited (see Fotaki &\; Prasad\, 2015 for similar a cknowledgement). This silence is more telling at a time\n when socioeconomic inequalities are widening\, globally (Piketty\, 2020).The li mited attention on inequalities in management education and learning is pa rticularly significant as higher education is often considered a crucial s ite of social mobility and integral to alleviating inequalities\, globally . In what has since come to be known as the “rhetoric of rising”\, the ide a that those who had hitherto been at the receiving end of inequalities co uld move ahead in life\, depending on their talent\, ability and hard work gained ground (Sandel\, 2020). Among others\, the meteoric rise of busine ss schools in post-World War 2 USA has been attributed to this expansion o f state-funded higher education\, which was premised on the idea that soci etal well-being required large numbers of university graduates (Khurana\, 2007).However\, recent studies have since debunked the myth of merit-based social mobility as the solution to inequalities. In fact\, more than coun tering\, educational institutions are increasingly being recognised as sit es of transmittal of pre-existing\n and creation of new inequal ities. Khan (2010)\, for example\, outlines how elite institutions train t heir students to embody their privileges. That is\, entitlements arising d ue to class and cultural capital\, and racial identities are mobilized\n and enacted in educational settings. Building on which\, extant scholarship (albeit limited) from the field of management education and le arning has been insightful in terms of scrutinizing business schools as si tes of reproduction of inequalities\n and enactment of privileg es (Zulfiqar &\; Prasad\, 2021). Its extensive use and reliance on econ omic orthodoxy further sediments the hegemony of neoliberal capitalism – a nd exacerbation of economic inequalities (Fotaki &\; Prasad\,\n 2015).\n The growing pressure on business schools and managemen t education to address inequalities between the rich and the poor (Khurana \, 2007) has culminated in calls for activism within business schools and reimagining them as questioning spaces (Contu\, 2020\; Dar\, Liu\, Dy & \; Brewis\, 2021). Such scholarly calls for examining the role of manageme nt education and learning (and business schools\, in particular) have beco me all the more critical in the context of decolonizing and Black Lives Ma tter movements\, which have presented a thoroughgoing critique of racializ ed capitalism in the Global North and its hegemony.The full call for paper s and a list of potential themes can be found here.About the WorkshopTo su pport the conceptualization and development of papers\, the Special Issue’ s editors are organizing two online workshops on:5 April 2022\, 1400-1600 PM GMT6 April 2022\, 10:00-12:00 EST (5 April 2022 16:00-18:00 PST)Worksho p FormatThe workshops will be organized into two parts:We will begin with a short presentation on the theme of the special issue and an overview of AMLE’s editorial practices and expectations.Following this\, the participa nts will be organized into breakout groups (each corresponding to a theme) \, with a member of the editorial team chairing the discussion. The partic ipants will receive detailed feedback from their peers and on behalf of th e editorial team.The workshop will close with brief remarks from the organ izers. \;Application Process and DeadlineProspective authors are invit ed to submit their short papers here \;by \;March 15\, 2022.As lon g as the short papers fit the remit of the CFP\, their authors will be inv ited to participate in the online workshops\, which is neither a requireme nt nor a guarantee of their paper’s subsequent acceptance. The editors wil l then organize the papers into groups led by one or more members of the e ditorial team around meaningful themes\, and circulate the short papers wi thin each group to facilitate peer exchange and feedback.Submission Instru ctionsThe maximum word limit for the short paper is 2\,000 words\, excludi ng references and \;\n appendices but including figures and tables.\n The first page of your short paper must have title and author information\ , including names and email IDs.You can submit your short papers here\n . \n Please note you will be asked to indicate your preference between the t wo slots. While the editors will make every effort to accommodate you\, th is may not always be possible for logistical reasons.Last day to submit: M arch 15\, 2022REFERENCESAmis J. M.\, Mair\, J.\, &\; Munir\, K. A. (202 0). The organizational reproduction of inequality.Academy of Management An nals 14(1)\, 195-230.Bapuji\, H.\, Ertug\, G.\, &\; Shaw\, J. D. (2020) . Organizations and societal economic inequality: A review and way forward . Academy of Management Annals\, 14(1):60-91.Contu\, A. (2020). Answering the crisis with intellectual activism: Making a difference as business sch ools scholars. Human Relations\, 73\, 737–757.Dar\, S.\, Liu\, H.\, Martin ez Dy\, A.\, &\; Brewis\, D. N. (2021). The business school is racist: Act up!Organization\, 28(4)\, 695–706.Fotaki\, M. &\; Prasad\, A. (2015 ). Questioning neoliberal capitalism and economic inequality in business s chools. Academy of Management Learning &\; Education\, 14(4): 556-575.K han\, S. R. (2010). Privilege: The making of an adolescent elite at St. Pa ul’s School. Princeton: Princeton University Press.Khurana\, R. (2007). Fr om higher aims to hired hands. Princeton University Press. Piketty\, T. (2 020). Capital and ideology. Harvard University Press.Sandel\, M. J. (2020) . The tyranny of merit: What’s become of the Common Good. New York: Farrar \, Straus and Giroux.Zulfiqar\, G.\, &\; Prasad\, A. (2021). Challengin g social inequality in the Global South: Class\, privilege\, and conscious ness-raising through critical management education. Academy of Management Learning &\; Education\, 20(2)\, 156-181. DTEND;VALUE=DATE:20220407 DTSTAMP:20240328T213849Z DTSTART;VALUE=DATE:20220204 LOCATION: SEQUENCE:0 SUMMARY:AMLE PDW: Addressing Socioeconomic Inequalities Through Management Education and Learning UID:RFCALITEM638472443293581160 X-ALT-DESC;FMTTYPE=text/html:
 \; |  \; |  \; |  \; |
Arun Kumar (Unive
rsity of Essex\, UK)\; Hari Bapuji (University of Melbour
ne\, Australia)\; Vivek Soundararajan (University of Bath
\, UK)\; Tine Köhler (University of Melbourne\, Australia
)\;\n Rafael Alcadipani (Escola de Administração de Em
presas de São Paulo da Fundação Getulio Vargas\, Brazil)\; Mette M
orsing (UN PRME)\; and Diego M. Coraiola (Univer
sity\n of Victoria\, Canada).
Although belated\, management research is paying increasing atte ntion to socioeconomic inequalities (Amis et al.\, 2020\; Bapuji et al.\, 2020). Despite the vibrant research on the role of management\, organizati ons\, and decision-makers in socioeconomic\n inequalities\, con certed scrutiny of the links between management education and re/productio n of socioeconomic inequalities has been limited (see Fotaki &\; Prasad \, 2015 for similar acknowledgement). This silence is more telling at a ti me\n when socioeconomic inequalities are widening\, globally (P iketty\, 2020).
The limited attention on inequalities in management
education and learning is particularly significant as higher education is
often considered a crucial site of social mobility and integral to allevia
ting inequalities\, globally. In what has since come to be known as the “r
hetoric of rising”\, the idea that those who had hitherto been at the rece
iving end of inequalities could move ahead in life\, depending on their ta
lent\, ability and hard work gained ground (Sandel\, 2020). Among others\,
the meteoric rise of business schools in post-World War 2 USA has been at
tributed to this expansion of state-funded higher education\, which was pr
emised on the idea that societal well-being required large numbers of univ
ersity graduates (Khurana\, 2007).
However\, recent s tudies have since debunked the myth of merit-based social mobility as the solution to inequalities. In fact\, more than countering\, educational ins titutions are increasingly being recognised as sites of transmittal of pre -existing\n and creation of new inequalities. Khan (2010)\, for example\, outlines how elite institutions train their students to embody their privileges. That is\, entitlements arising due to class and cultural capital\, and racial identities are mobilized\n and enacted in educational settings. Building on which\, extant scholarship (albeit limi ted) from the field of management education and learning has been insightf ul in terms of scrutinizing business schools as sites of reproduction of i nequalities\n and enactment of privileges (Zulfiqar &\; Pras ad\, 2021). Its extensive use and reliance on economic orthodoxy further s ediments the hegemony of neoliberal capitalism – and exacerbation of econo mic inequalities (Fotaki &\; Prasad\,\n 2015).\n
The growing pressure on business schools and management education to ad
dress inequalities between the rich and the poor (Khurana\, 2007) has culm
inated in calls for activism within business schools and reimagining them
as questioning spaces (Contu\, 2020\; Dar\, Liu\, Dy &\; Brewis\, 2021)
. Such scholarly calls for examining the role of management education and
learning (and business schools\, in particular) have become all the more c
ritical in the context of decolonizing and Black Lives Matter movements\,
which have presented a thoroughgoing critique of racialized capitalism in
the Global North and its hegemony.
To support the con ceptualization and development of papers\, the Special Issue’s editors are organizing two online workshops on:
6 April 2022\, 10:00-12:00 EST (5
April 2022 16:00-18:00 PST)
The workshops will be organized into two parts:
We will beg in with a short presentation on the theme of the special issue and an over view of AMLE’s editorial practices and expectations.
Follow
ing this\, the participants will be organized into breakout groups (each c
orresponding to a theme)\, with a member of the editorial team chairing th
e discussion. The participants will receive detailed feedback from their p
eers and on behalf of the editorial team.
The workshop
will close with brief remarks from the organizers. \;
Prospective authors are invited to submit their short papers here \;by \;March 15\, 2022.
As long as the short papers fit the remit of the CFP\, their authors w
ill be invited to participate in the online workshops\, which is neither a
requirement nor a guarantee of their paper’s subsequent acceptance. The e
ditors will then organize the papers into groups led by one or more member
s of the editorial team around meaningful themes\, and circulate the short
papers within each group to facilitate peer exchange and feedback.
Submission Instructions