How persisting social inequalities influence organizational learning (research)

What is it about?

If we want to create more inclusive and diverse organizations, it is important to understand why people in organizations may not respond to or even reject organizational learning efforts. I propose a conceptual triad to dismantle how persisting social inequalities cloud our perception as researchers and practitioners and prevent (marginalized) groups from participating in organizational learning processes.

Featured Image

Why is it important?

For researchers: The proposed triad of being critical, being reflexive and being political provides fruitful guidelines for those researchers who seek to intervene in societal discourses, to counter social inequalities and to judge whether we are dealing with progressive or regressive forms of organisational learning. For practitioners: The proposed conceptual triad and the illustrating case study (Heinemann, 2014) emphasise the necessity of integrating a multi-level perspective in our everyday practices to foster more inclusive and equality-driven forms of organisational learning. Taken-for-granted assumptions about marginalised societal groups may result in us overlooking the structural and emotional boundaries preventing individuals from participating in training programmes or learning experiences. Therefore, we need to critically revisit our practices in light of persisting structures of dominance and listen to marginalised voices to create welcoming and accessible learning spaces.

Perspectives