Disrupting privilege as power and control: Re-imagining business and the appreciation of Indigenous stewardship in management education curricula
This report explores privilege’s systemic connection to mainstream management education and proposes how engaging with Indigenous stewardship can tackle this. Using a case study of stewardship’s implementation in a Master of Commerce program, educators can contribute to literature on re-imagining business and create better future business leaders.
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OVERVIEW
Introduction
Recent significant events such as the COVID-19 pandemic and the Black Lives Matter movement have highlighted systemic injustices and forced management educators to re-evaluate their teaching approaches. The report emphasises the need to integrate social equality and sustainability into management education, moving beyond shareholder primacy to consider broader societal impacts.
Theoretical anchoring
Privilege is defined as an “invisible package of unearned assets,” with implications in management education. The report focuses on privilege as power and control, critiquing the traditional model of shareholder primacy. It proposes Indigenous stewardship as an alternative, emphasising collective respect for nature and future generations over individual ownership and control.
Indigenous stewardship as a pathway
Indigenous stewardship is characterised by caretaking, interconnectedness, and consideration for future generations. This approach challenges traditional business ideas of ownership and economic growth, promoting a more sustainable and equitable mindset.
Case study setting
The “Responsible Business Mindset” unit at a large Australian university incorporates Indigenous stewardship into its curriculum. This foundation unit for Master of Commerce students involves a large-scale teaching team and emphasises the integration of responsible business practices from multiple disciplinary perspectives.
Appreciation in curricula
The unit includes Indigenous stewardship in lectures, workshops, and assessments. For example, students critically reflect on incidents such as the Rio Tinto Juukan Gorge incident and propose authentic stewardship practices for a fictitious mining company. The emphasis is on moving beyond greenwashing to genuine environmental and social responsibility.
Reflections on effectiveness and implications for practice
The integration of Indigenous stewardship has prompted deep self-reflection among educators on their own privilege and biases. The report highlights the importance of avoiding tokenism and ensuring genuine appreciation of Indigenous wisdom. Future iterations of the unit will include more explicit engagement with students’ own Indigenous heritage and reflections on personal privilege.
Recommendations
- Enhance cultural competency: Encourage educators and students to engage in cultural competency training to deepen their understanding and appreciation of Indigenous stewardship.
- Embed Indigenous wisdom: Continuously integrate Indigenous perspectives into management education curricula to challenge traditional business paradigms.
- Promote reflective practices: Include reflective assessments that encourage students to critically examine their own privilege and its impact on their professional roles.
- Foster inclusive discussions: Create spaces for open dialogue about privilege, power, and control within the classroom to promote a more equitable learning environment.
