A Counter-Managerial Examination of Systemic Race and Gender Epistemic Injustice

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Prioritizing Racialized, Indigenous, and Refugee Student Experiences (Table 11)

Abstract

Drawing from a critical counter-managerial theoretical lens we examine the systemic organizational structures that disenfranchise the epistemic voices of African American girls and women in K-12 education. Here we build and argument that the incongruent theories of action between education’s colonialized managerial norms and the science of learning and principles of social justice represent a critical yet largely unexplored element of systemic marginalization of Black women and girls. The dominant managerial paradigm often reduces learning to indoctrination and silences the voices of those who sit outside the power dynamics that maintain the status quo. We analyze three epistemic justice scenarios to explain these injustices through an understanding of managerialism’s hold on education and educational administration.

Authors

• Amura Cameron, Old Dominion University

• Steve P. Myran, Old Dominion University