Durkheim and Organizational Culture
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Cooperation Across Cultures: an Analysis of Intercultural Competence in Development Organizations
Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS WORKING PAPER VOLUME | 205 BOCHUM 2014 www.development-research.org | www.ruhr-uni-bochum.de IEE WORKING PAPERS 205 Lisa Armbruster COOPERATION ACROSS CULTURES: AN ANALYSIS OF INTERCULTURAL COMPETENCE IN DEVELOPMENT ORGANIZATIONS Copyright 2014 Herausgeber: © Institut für Entwicklungsforschung und Entwicklungspolitik der Ruhr-Universität Bochum Postfach 10 21 48, D-44780 Bochum E-Mail: [email protected] www.development-research.org ISSN 0934-6058 ISBN 978-3-927276-91-8 Abstract Behavior, attitudes, and values differ extremely throughout the world. Whenever two members of different groups such as cultures, nations, or societies interact, such differ- ences become a determining factor for the process of interaction. When thinking of such areas where interactions among members of different cultures constitute a crucial pre- condition, development cooperation comes to one’s mind right away. Development policy and cooperation take place in intercultural settings as members of so-called more devel- oped countries interfere in the development of so-called less developed countries, which always includes a cultural component. Hence, such international and intercultural inter- actions require a competent way of dealing with cultural differences. Consequently, this paper examines the extent to what intercultural competence is a determining factor for the success of organizations of development cooperation. It does so by analyzing the case of the Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) in Bolivia. Bolivia rep- resents a highly interesting context for studies dealing with interculturality as the country has passed a constitution in 2006 which explicitly includes concepts of interculturality (interculturalidad). -
The Morality and Political Antagonisms of Neoliberal Discourse: Campbell Brown and the Corporatization of Educational Justice
International Journal of Communication 11(2017), 3030–3050 1932–8036/20170005 The Morality and Political Antagonisms of Neoliberal Discourse: Campbell Brown and the Corporatization of Educational Justice LEON A. SALTER1 SEAN PHELAN Massey University, New Zealand Neoliberalism is routinely criticized for its moral indifference, especially concerning the social application of moral objectives. Yet it also presupposes a particular moral code, where acting on the assumption of individual autonomy becomes the basis of a shared moral-political praxis. Using a discourse theoretical approach, this article explores different articulations of morality in neoliberal discourse. We focus on the case of Campbell Brown, the former CNN anchor who reinvented herself from 2012 to 2016 as a prominent charter school advocate and antagonist of teachers unions. We examine the ideological significance of a campaigning strategy that coheres around an image of the moral superiority of corporatized schooling against an antithetical representation of the moral degeneracy of America’s public schools system. In particular, we highlight how Brown attempts to incorporate the fragments of different progressive discourses into a neoliberalized vision of educational justice. Keywords: neoliberalism, discourse, media, public education, charter schools, unions Neoliberalism is routinely criticized for its moral indifference, especially concerning the social application of moral objectives. Davies (2014) suggests that “neoliberalism has sought to eliminate normative judgment from public life to the greatest possible extent” (p. 8) by subordinating ethical concerns to putatively objective market measures. Hay (2007) ties neoliberalism to discourses that disparage the notion of the common good, because of the axiomatic rational choice assumption that the pursuit of self- interest is the only meaningful diagnostic of human action. -
Anomie and His Spray Tan: the Life, Work, and Contemporary
Anomie and His Spray Tan: The Life, Work, and Contemporary Relevance of Émile Durkheim Caity Rose Campana RLG 6013: Modern Analysis of Religion Professor Whitney Bauman 12 December 2019 1 “…Religion must be an eminently collective thing.”1 These few words, which bring an unsentimental end to the first chapter of The Elementary Forms of Religious Life, reflect the essence of Émile Durkheim’s theory of religion. It is this ardent focus on the social aspects of life, culture, identity construction, and being in the world that not only set Durkheim apart, but cement his position as one of the architects of modern sociology. While a comprehensive review of this theorist’s life and work is certainly beyond the 6,000-word scope of this paper, the goal of the next twenty pages is to briefly examine Durkheim’s background, highlight the most compelling and unique elements of his theories and methodology, and apply those elements to several contemporary issues. Among these topics are questions relating to the global environmental crisis, pluralism, and globalization (with a particular focus on the recent proliferation of nationalist and isolationist policies around the world). If anything, this essay seeks to explore why it is that Durkheim’s name, regardless of whether or not one agrees with his ideas, appears to always have a place—out of respect or otherwise—in academic discussions of society, religion, and culture. In doing so, my hope is twofold: (1) to transport Durkheim’s conceptual framework into a modern arena, thereby rendering it more accessible and relevant, and (2) to ensure that Durkheim’s contributions to the field of religious studies are understood not simply in their own historical and sociological context, but also in the context of their many critiques. -
Examining the Influence of Organizational Culture on Employees' Ethical Behavior in Public Sector Organizations Richard H
University of Texas at Tyler Scholar Works at UT Tyler Human Resource Development Theses and Human Resource Development Dissertations Fall 11-1-2015 Examining the Influence of Organizational Culture on Employees' Ethical Behavior in Public Sector Organizations Richard H. Afedzie Follow this and additional works at: https://scholarworks.uttyler.edu/hrd_grad Part of the Human Resources Management Commons Recommended Citation Afedzie, Richard H., "Examining the Influence of Organizational Culture on Employees' Ethical Behavior in Public Sector Organizations" (2015). Human Resource Development Theses and Dissertations. Paper 8. http://hdl.handle.net/10950/301 This Dissertation is brought to you for free and open access by the Human Resource Development at Scholar Works at UT Tyler. It has been accepted for inclusion in Human Resource Development Theses and Dissertations by an authorized administrator of Scholar Works at UT Tyler. For more information, please contact [email protected]. EXAMINING THE INFLUENCE OF ORGANIZATIONAL CULTURE ON EMPLOYEES’ ETHICAL BEHAVIOR IN PUBLIC SECTOR ORGANIZATIONS by RICHARD H. AFEDZIE A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Human Resource Development and Technology Jerry W. Gilley, Ed.D., Committee Co-Chair Judy Y. Sun, Ph.D., Committee Co-Chair College of Business and Technology The University of Texas at Tyler November 2015 © Copyright by Richard H. Afedzie 2015 All rights reserved Dedication I dedicate this work to the two special people in my life, who supported and pushed me through the long arduous days and nights, Freda and Andrew Afedzie. Your fervent belief in me and constant encouragement will forever be remembered. -
The Morality and Political Antagonisms of Neoliberal Discourse: Campbell Brown and the Corporatization of Educational Justice
International Journal of Communication 11(2017), 3030–3050 1932–8036/20170005 The Morality and Political Antagonisms of Neoliberal Discourse: Campbell Brown and the Corporatization of Educational Justice LEON A. SALTER1 SEAN PHELAN Massey University, New Zealand Neoliberalism is routinely criticized for its moral indifference, especially concerning the social application of moral objectives. Yet it also presupposes a particular moral code, where acting on the assumption of individual autonomy becomes the basis of a shared moral-political praxis. Using a discourse theoretical approach, this article explores different articulations of morality in neoliberal discourse. We focus on the case of Campbell Brown, the former CNN anchor who reinvented herself from 2012 to 2016 as a prominent charter school advocate and antagonist of teachers unions. We examine the ideological significance of a campaigning strategy that coheres around an image of the moral superiority of corporatized schooling against an antithetical representation of the moral degeneracy of America’s public schools system. In particular, we highlight how Brown attempts to incorporate the fragments of different progressive discourses into a neoliberalized vision of educational justice. Keywords: neoliberalism, discourse, media, public education, charter schools, unions Neoliberalism is routinely criticized for its moral indifference, especially concerning the social application of moral objectives. Davies (2014) suggests that “neoliberalism has sought to eliminate normative judgment from public life to the greatest possible extent” (p. 8) by subordinating ethical concerns to putatively objective market measures. Hay (2007) ties neoliberalism to discourses that disparage the notion of the common good, because of the axiomatic rational choice assumption that the pursuit of self- interest is the only meaningful diagnostic of human action. -
Strong Cultures and Subcultures in Dynamic Organizations
02-091 The Role of Subcultures in Agile Organizations Alicia Boisnier Jennifer A. Chatman1 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. Copyright © 2002 by Alicia Boisnier and Jennifer A. Chatman Working papers are in draft form. This working paper is distributed for purposes of comment and discussion only. It may not be reproduced without permission of the copyright holder. Copies of working papers are available from the author. The Role of Subcultures in Agile Organizations Alicia Boisnier and Jennifer A. Chatman1 Haas School of Business University of California, Berkeley May 24, 2002 To appear in, R. Petersen and E. Mannix, Leading and managing people in dynamic organizations. Forthcoming, 2002. 1 The second author wrote this paper while a Marvin Bower Fellow at the Harvard Business School and is grateful for their support. We also thank Elizabeth Mannix, Rita McGrath, and an anonymous reviewer for their insightful suggestions. 2 Organizations face increasingly dynamic environments characterized by substantial, and often unpredictable technological, political, and economic change. How can organizations respond rapidly to such changes or become more agile? Organizational agility, according to Lee Dyer, “requires a judicious mix of stability and reconfigurability” (2001: 4). We consider an unlikely source of agility: organizational culture. This may seem like an odd juxtaposition since strong unitary cultures exert a stabilizing force on organizations by encouraging cohesion, organizational commitment, and desirable work behaviors among members (e.g., Deal & Kennedy, 1982; Nemeth & Staw, 1989; O'Reilly & Chatman, 1986). -
18 the Concept of Organizational Culture
1 THE CONCEPT OF ORGANIZATIONAL CULTURE: WHY BOTHER? Culture is an abstraction, yet the forces that are created in social and organizational situations deriving from culture are powerful. If we don’t understand the operation of these forces, we become victim to them. Cultural forces are powerful because they operate outside of our awareness. We need to understand them not only because of their power but also because they help to explain many of our puzzling and frustrating experiences in social and organizational life. Most importantly, understanding cultural forces enables us to understand ourselves better. What Needs to Be Explained? Most of us in our roles as students, employees, managers, researchers, or consultants work in and have to deal with groups and organizations of all kinds. Yet we continue to find it amazingly difficult to understand and justify much of what we observe and experience in our organizational life. Too much seems to be “bureaucratic,” “political,” or just plain “irrational.” People in positions of authority, especially our immediate bosses, often frustrate us or act incomprehensibly, and those we consider the “leaders” of our organizations often disappoint us. When we get into arguments or negotiations with others, we often cannot understand how our opponents could take such “ridiculous” positions. When we observe other organizations, we often find it incomprehensible that “smart people could do such dumb things.” We recognize cultural differences at the ethnic or national level but find them puzzling at the group, organizational, or occupational level. Gladwell (2008) in his popular book Outliers provides some vivid examples of how both ethnic and organizational cultures explain such anomalies as airline crashes and the success of some law firms. -
Explaining Interaction Ritual Chains in American Megachurches1
Sociological Forum, Vol. 29, No. 3, September 2014 DOI: 10.1111/socf.12108 © 2014 Eastern Sociological Society “God Is Like a Drug...”: Explaining Interaction Ritual Chains in American Megachurches1 James K. Wellman Jr.,2 Katie E. Corcoran,3 and Kate Stockly-Meyerdirk4 Megachurches have been criticized as superficial sources of entertainment that do not produce significant feelings of belonging, moral responsibility, or spirituality. This article challenges popular criticisms of mega- churches and, drawing on interaction ritual theory, proposes that megachurches are successful interaction rit- ual venues and powerful purveyors of emotional religious experience. We predict that these interaction rituals produce positive emotional energy, membership symbols that are charged with emotional significance, feelings of morality, and a heightened sense of spirituality. From a census of 1,250 known megachurches in America, 12 were selected that closely represent the national megachurch profile. At each church, focus groups were conducted and attendees participated in a survey. We combine these data sources to provide a more comprehensive picture of the megachurch interaction ritual. The combined qualitative and quantitative results provide strong support for our predictions. KEY WORDS: emotion; interaction rituals; megachurches; membership; religion; spirituality. INTRODUCTION The emergence of megachurches has transformed the American religious land- scape (Chaves 2006). American Christianity has shifted from a smattering of main- line and evangelical Protestant denominational churches to a veritable cavalcade of postmodern, postsuburban, postdenominational megachurches (Ellingson 2010; Thumma and Travis 2007; Wilford 2012). Since the 1970s, these high-profile, high- energy, and highly popular megachurches have been growing and multiplying at an unprecedented rate. In the United States, the number of megachurches has increased from 350 in 1990, to over 600 in 2000. -
Organizational Form, Structure, and Religious Organizations C
Religion and Organization Theory Organizational form, structure, and religious organizations C. R. Hinings Mia Raynard Article information: To cite this document: C. R. Hinings Mia Raynard . "Organizational form, structure, and religious organizations" In Religion and Organization Theory. Published online: 13 Oct 2014; 159-186. Permanent link to this document: http://dx.doi.org/10.1108/S0733-558X20140000041013 Downloaded on: 21 May 2015, At: 10:53 (PT) References: this document contains references to 0 other documents. To copy this document: [email protected] The fulltext of this document has been downloaded 77 times since NaN* Users who downloaded this article also downloaded: Paul Tracey, Nelson Phillips, Michael Lounsbury, (2014),"Taking religion seriously in the study of organizations", Research in the Sociology of Organizations, Vol. 41 pp. 3-21 Rich DeJordy, Brad Almond, Richard Nielsen, W. E. Douglas Creed, (2014),"Serving two masters: Transformative resolutions to institutional contradictions", Research in the Sociology of Organizations, Vol. 41 pp. 301-337 Gary R. Weaver, Jason M. Stansbury, (2014),"Religion in organizations: Cognition and behavior", Research in the Sociology of Organizations, Vol. 41 pp. 65-110 Access to this document was granted through an Emerald subscription provided by 365103 [] For Authors If you would like to write for this, or any other Emerald publication, then please Downloaded by University of Alberta at Edmonton At 10:53 21 May 2015 (PT) use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.com Emerald is a global publisher linking research and practice to the benefit of society. -
Structuralism 1. the Nature of Meaning Or Understanding
Structuralism 1. The nature of meaning or understanding. A. The role of structure as the system of relationships Something can only be understood (i.e., a meaning can be constructed) within a certain system of relationships (or structure). For example, a word which is a linguistic sign (something that stands for something else) can only be understood within a certain conventional system of signs, which is language, and not by itself (cf. the word / sound and “shark” in English and Arabic). A particular relationship within a شرق combination society (e.g., between a male offspring and his maternal uncle) can only be understood in the context of the whole system of kinship (e.g., matrilineal or patrilineal). Structuralism holds that, according to the human way of understanding things, particular elements have no absolute meaning or value: their meaning or value is relative to other elements. Everything makes sense only in relation to something else. An element cannot be perceived by itself. In order to understand a particular element we need to study the whole system of relationships or structure (this approach is also exactly the same as Malinowski’s: one cannot understand particular elements of culture out of the context of that culture). A particular element can only be studied as part of a greater structure. In fact, the only thing that can be studied is not particular elements or objects but relationships within a system. Our human world, so to speak, is made up of relationships, which make up permanent structures of the human mind. B. The role of oppositions / pairs of binary oppositions Structuralism holds that understanding can only happen if clearly defined or “significant” (= essential) differences are present which are called oppositions (or binary oppositions since they come in pairs). -
Literacy As a Socio-Cultural Tool’ Cindy Bird
FOCUS ON PRACTICE When Cultures Meet When Cultures Meet, What’s a Teacher To Do? Highlighting the ‘Cultural’ in ‘Literacy as a Socio-cultural Tool’ Cindy Bird ABSTRACT Cultures determine identity in that they prescribe the “food, festivals, and fashion” of their members; for example, rap music, baggy pants and gestured dancing identify the hip hop culture (recognizable to both “members” and “non-members”). Cultural identities are created and maintained by “literacy” -- the ability to read and write the “texts” of a culture. Thus in this broad sense, literacy is a socio-cultural “tool,” and mastering it means “success” within a culture. The purpose of this article is to explore the socio-cultural nature of literacy as it relates to identity both for teacher and student, and to examine the use of literacy as a tool for “success” in the culture of school. The article concludes by delineating four pedagogical choices: the “uni-cultural,” the “uni- cultural plus,” the “multi-cultural as motivator,” and the “multi-cultural as curriculum.” These are available to all teachers who stand in their classroom doorways at the meeting place of multiple cultures -- their own, the school’s, the classroom’s, and their students’. AUTHOR BIOGRAPHY Cindy M. Bird is Assistant Professor of Education in the Graduate Literacy Program at the State University of New York at Fredonia, where she currently teaches the Sociological and Psychological Foundations of Literacy courses. Her areas of expertise include adolescent literacies and media literacy. She may be reached at [email protected] Not long ago I heard a commencement address wherein the speaker spent several minutes listing the multiple communities to which an individual belongs. -
People of Maize”: Maize Protein Composition and Farmer Practices in the Q’Eqchi’ Maya Milpa
Nourishing the “People of Maize”: Maize Protein Composition and Farmer Practices in the Q’eqchi’ Maya Milpa An honors thesis for the Department of Environmental Studies. Anne Elise Stratton Tufts University, 2015. TABLE OF CONTENTS 1 CHAPTER 1 The Q’eqchi’ Milpa in Context Introducing the Milpa The Maize People and the Milpa Forced Migration and Agroecological Adaptation “Grabbed” Land and the Milpa in Transition Milpa in Modernity 23 CHAPTER 2 Linking Biodiversity, Nutrition, and Resilience in the Multispecies Milpa Multispecies Milpa Milpa: Origins and Ideals Today’s Milpa The Milpa as a System 39 CHAPTER 3 Farmer Practices and Maize Nutritional Traits in Sarstún Abstract Introduction Materials and Methods Results Discussion Figures 62 CHAPTER 4 Future Directions 64 LITERATURE CITED ii CHAPTER 1: THE Q’EQCHI MAYA MILPA IN CONTEXT INTRODUCING THE MILPA Nestled along the mangrove-bound border between Belize and Guatemala, in the region called Sarstún, are the clusters of palm-thatch or tin-roofed wooden huts where Q’eqchi’ Maya (henceforth Q’eqchi’) farmers spend their lives. Q’eqchi’ communities can consist of as few as a dozen and as many as 150 families, with an average family size of nine (Grandia 2012: 208). What the casual onlooker may not observe in visiting a village are the communal milpas, or “cornfields,” which physically surround and culturally underlie Q’eqchi’ societies (Grandia 2012: 191). The Q’eqchi’ have traditionally raised maize using swidden (slash-and-burn) techniques, in which they fell a field-sized area of forest, burn the organic matter to release a nutrient pulse into the soil, and then raise their crops on the freshly-cleared land.