This paper challenges the “characterological” theory of racial injustice. This theory, widely held in corporate efforts to address race, simultaneously endorses a “structural” account of racism while advocating deeply individualistic remedies: challenging systemic racism, on this view, requires directing our energies inward toward our most ingrained habits and self-conceptions. I begin by reconstructing the characterological theory and its appeal. I then argue that it rests on questionable, if not untenable, cognitive assumptions. Instead of seeing racism as carried forth by agents’ (...) deeply internal characters, I argue that a structural account of racial domination is better served by understanding cognitive processes as externalized and conducted through our environments. Drawing on theories of the “extended mind” and distributed cognition, I offer an account of both structural racism’s persistence and individual racist actions, which is anchored in the environmental (and not characterological) manifestations of racial hierarchy. I conclude with the normative potential of business ethicists adopting the distributed cognition framework. (shrink)

How can educators equip business students to adopt an ethics of care perspective? An ethics of care perspective requires moral imagination of the self, the other, the self-other relationship, and displacement of motivation towards others. It stands in contrast to the deeply embedded firm-centric managerial perspective in business schools. Without a structured approach, students may struggle to adopt a care perspective. I propose three specifically designed narrativizing exercises that can act as vehicles for moral imagination for care by increasing student (...) awareness of tensions between the self and others and motivating a harmonizing of these tensions. Autobiographical narrativizing surfaces discordance between a student’s managerial and non-managerial selves and invites an imaginative recomposition of these selves. Vicarious narrativizing occurs through stories of others, creating pathways between students' self-perspectives and that of others. Embodied narrativizing is a whole body and mind exercise in narrativizing the mental, visceral, and behavioural experiences during preparation for an upcoming interaction with another, along with narrativizing the actual interaction embedded in the other’s context. These three forms of narrativizing present complementary risks and benefits and cumulatively enable moral imagination for a care perspective. (shrink)