“The Oxford Handbook of Group and Organizational Learning” (Oxford University Press, 2020), co-edited by John Levine, professor emeritus of Psychology, Dietrich School of Arts & Sciences and Learning Research and Development Center, and Linda Argote, professor, Tepper School of Business, Carnegie Mellon University
Groups and organizations vary dramatically in their ability to learn. Besides differing in the amount and kind of information they acquire, groups and organizations also vary regarding their success in retaining knowledge and transferring it to other units. The goal of this handbook is to bring together cutting-edge theoretical and empirical work on group and organizational learning by leading scholars from several disciplines. Because many of the same processes influence learning in groups and organizations, including both kinds of learning in the same volume has the potential to facilitate the integration of knowledge and the cross-fertilization of ideas. By clarifying similarities and differences in the processes that underlie learning in groups and organizations, the handbook advances understanding of the causes and consequences of learning in collectives of varying size and complexity.
“Black or Right: Anti/Racist Campus Rhetorics” (Utah State University Press, 2020) by Louis Maraj, assistant professor of English
“Black or Right: Anti/Racist Campus Rhetorics” explores notions of Blackness in white institutional — particularly educational — spaces. In it, Louis M. Maraj theorizes how Black identity operates with/against ideas of difference in the age of #BlackLivesMatter. Centering Blackness in frameworks for antiracist agency through interdisciplinary Black feminist lenses, “Black or Right” asks how those racially signifying “diversity” in U.S. higher education (and beyond) make meaning in the everyday. Offering four Black rhetorics as antiracist means for rhetorical reclamation — autoethnography, hashtagging, inter(con)textual reading, and reconceptualized disruption — the book uses Black feminist relationality via an African indigenous approach. Maraj examines fluid, quotidian ways Black folk engage anti/racism at historically white institutions in the United States in response to violent campus spaces, educational structures, protest movements, and policy practice. In centering Black experiences, Black theory, and diasporic Blackness, “Black or Right” mobilizes generative approaches to destabilizing institutional whiteness, as opposed to reparative attempts to “fix racism,” which often paradoxically center whiteness. It will be of interest to both academic and general readers and significant for specialists in cultural rhetorics, Black studies, and critical theory.
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