Enslavement and the Foundations of Human Resource Development: Covert Learning, Consciousness Raising, and Resisting antiBlack Organizational Goals

Abstract

Extant historical writings focused on Human Resource Development have generally centered white perspectives and have failed to substantively grapple with the historical experiences of racially minoritized people, leaving the field without an adequate foundation from which to address recent calls for racial inclusivity. This paper begins the process of addressing these concerns by analyzing autobiographical writings of Fredrick Douglass, a formerly enslaved African American. We situate this examination in both the broader historiography of U.S. enslavement and relevant HRD theory regarding race, diversity, and Black experiences in the workplace. The purpose of this paper is to initiate a discussion on the relevance of the institution of U.S. slavery to the history of HRD; we argue that studying formally enslaved people offers valuable lessons about resisting dehumanization in contemporary workplaces.

A New Design Framework for Innovative Qualitative Research in HRD

“…Bohonos and James-Gallaway (2022) conducted a historical examination of U.S. enslavement from the perspective of race, diversity, and Black experiences through analysis of autobiographical writings of Fredrick Douglas, a formerly enslaved African American. Bohonos and James-Gallaway argue that the current historiography of HRD ignores the historical experiences of racially minoritized people and has centered white perspectives (Perriton, 2022) and opens a discussion on the relevance of U.S. slavery to the history of HRD.…”

“…From our analysis above, we see that scholars in the field of HRD have largely sought to innovate along familiar methodological grounds and thus focused on methodological improvement as a primary motivation. Their innovation has involved applying new methods (Bohonos and James-Gallaway, 2022; Gosh et al, 2020; Kwon, 2021), exploring new positionalities or identities (Faircloth, 2017), or producing new theoretical grounding (Barlett, et al, 2021). These advances have altered some of the more conventional assumptions about research in the field, moving the field away from heavy reliance on quantitative research methods and exposing underlying equity issues in HRD practice.…”

Navigating Multiple Approaches to Qualitative Research in HRD

“…She invited scholars to revisit, expand, and revise current conceptions based on historical study of topics relevant to HRD. As one example, Bohonos and James-Gallaway (2022) applied a historical analysis to the writings of Frederick Douglass, a prominent intellectual in the late 19th century and formerly enslaved African American. Their purpose was to “initiate a discussion on the relevance of the institution of U.S. slavery to the history of HRD” (p. 160).…”

An editorial in three parts

“…I would like to lie and say that adult education and human resource development (HRD) might respond to Russia's war of aggression with research that will help strengthen the Ukrainian resistance, but I do not think that is actually going to happen. And I would like to lie and say I believe that the outpouring of writing regarding racial justice since Floyd's murder (Alexander, 2022; Bell et al., 2021; Bohonos, 2021a, 2021b; Bohonos & James‐Gallaway, 2022; Bohonos & Sisco, 2021; Davis et al., 2020; Henry, 2021; James‐Gallaway & Turner, 2021; Lewellen & Bohonos, 2021; McCluney et al., 2021; Muzanenhamo & Chowdhury, 2021; Rosser‐Mims et al., 2020; Rudel et al., 2021; Sisco, 2020; Sisco et al., 2021; Wicker, 2021) is moving us quickly toward a more racially just society, but I cannot pretend to be that naïve.…”