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Indigenous and gendered persons and peoples in business ethics education: Intersections of Indigenous wisdoms and de Beauvoirian existentialism

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  • Shelley T. Price
  • Christopher M. Hartt
  • Albert J. Mills
  • Nia F. MacFarlane

Abstract

The purpose of this paper is to explore how business ethics textbooks include Indigenous and gendered persons and peoples and whether they acknowledge Indigenous philosophies and theories. We explore 363 cases from eighteen (18) business ethics textbooks. A form and theme based content analysis was employed to help us better understand the inclusion, obfuscation and omission of Indigenous and gendered persons. A purpose of business ethics education is to disrupt injustice and oppressive practices in business. We find that business ethics education can provide more inclusive and respectful cases as it relates to Indigenous and gendered characters. There are cases that marginalize, obfuscate and omit Indigenous peoples, females, and gender diverse persons. This study contributes to diversity scholarship by identifying ways in which Indigenous and gendered persons and peoples can be included in management and business ethics education.

Suggested Citation

  • Shelley T. Price & Christopher M. Hartt & Albert J. Mills & Nia F. MacFarlane, 2022. "Indigenous and gendered persons and peoples in business ethics education: Intersections of Indigenous wisdoms and de Beauvoirian existentialism," Gender, Work and Organization, Wiley Blackwell, vol. 29(1), pages 131-150, January.
    • Handle: RePEc:bla:gender:v:29:y:2022:i:1:p:131-150
    DOI: 10.1111/gwao.12756
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    References listed on IDEAS

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    1. Larry Floyd & Feng Xu & Ryan Atkins & Cam Caldwell, 2013. "Ethical Outcomes and Business Ethics: Toward Improving Business Ethics Education," Journal of Business Ethics, Springer, vol. 117(4), pages 753-776, November.
    2. Myrtle P. Bell & Daphne Berry & Joy Leopold & Stella Nkomo, 2021. "Making Black Lives Matter in academia: A Black feminist call for collective action against anti‐blackness in the academy," Gender, Work and Organization, Wiley Blackwell, vol. 28(S1), pages 39-57, January.
    3. Cheryl Bartlett & Murdena Marshall & Albert Marshall, 2012. "Two-Eyed Seeing and other lessons learned within a co-learning journey of bringing together indigenous and mainstream knowledges and ways of knowing," Journal of Environmental Studies and Sciences, Springer;Association of Environmental Studies and Sciences, vol. 2(4), pages 331-340, November.
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