Lost convictions

Greene, Ronald Walter; Hicks, Darrin

doi:10.1080/09502380500040928

Cited by 36 publications

(6 citation statements)

References 18 publications

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“…A key trait underwriting the knowledge class is the separation of speech and conviction. 79 Foregoing this separation positioned the job-training students as not of the knowledge class. As well, in foregoing separation they illustrated a unique normative stance toward communicative labor.…”

Section: Resultsmentioning

confidence: 99%

“…65 As Greene and Hicks put it, by separating speech and conviction "the new symbolic workers of the cultural industry turn into sources of communication while losing their status as moral agents." " 66 Interestingly, students in this job-training course did not readily separate judgment and conviction. Mary refused to judge the case at all, seeking help in a succession of colleagues and supervisors.…”

Section: Economic Dislocation As a Source Of Resistancementioning

confidence: 99%

“…In the context of the job-training course, students took steps toward recognizing themselves as "speaking subjects" able and willing to regulate their communicative behaviors. 46 Seen from the angle of mutuality, the communicative labor of a CSR is a technology of self and other. 47 CSRs speak with conviction and sincerity, expressing themselves and satisfying the needs of others (customers).…”

Section: Mutuality and Technologies Of Self And Othermentioning

confidence: 99%

“…[T]he productive power of cultural governance resides in the generation of subjects who come to understand themselves as speaking subjects willing to regulate and transform their political, economic, cultural and affective relationships. 33 In the case of customer service training analyzed below, the communication component of the course provides "specific techniques that beings use to understand themselves."" 34 Lazzarato, too, recognizes a place for such training in that the capacity for immaterial labor is both generally available and already more or less developed in different groups of workers, due to experiences of socialization and education.…”

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confidence: 99%

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The Contradictions of Communicative Labor in Service Work

Carlone¹

2008

Communication and Critical/Cultural Studies

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Abstract:Boundaries dividing communication and culture from economy are fluid. The US services economy, with broad and deep growth, illustrates this fluidity. This paper applies theorizations of the relationship between communication and capitalism to a customer service job-training course for dislocated workers. A site of communication education, the course teaches students to be successful customer service representatives. Customer service communicative labor bridges production and consumption and, thus, is contradictory. The communicative labor translates the communication commonplace of mutuality into a self-other technology to affirm customers, and also requires a technology that objectifies customers. Job-training students resist this contradiction. Keywords: Communication Commonplaces; Communicative Labor; Job Training; Resistance; Service Work Article:Arbitrary boundaries dividing culture from economy are fluid.1 Business people speak of corporate cultures, product manufacturers engage in identity branding, and work, friendships, and play merge at knowledgeintensive companies.2 The "soft" sphere of values, ideas, and meaning and the "hard" domain of labor, wages, and profit seem to draw nearer to one another.One place to examine the increased intimacy between our forms of life and our forms of work is in the US services economy, where growth has been broad and deep.3 Though "services" is a catchall, 4 a thread running through the variety of services is the close, direct interpersonal interaction between customers and service providers. Interactive service work is a site of cultural and economic activity where the spheres and logics of production and consumption meet and blur. Beyond strictly economic outcomes, service interactions shape meanings and identities.Hence, consideration of interactive service work as a cultural and economic phenomenon transcends narrower organizational matters, particularly when set within enduring concerns for the place of communication in a democratic, civil society.5 A robust tradition of scholarship has analyzed the interaction between corporateoriented communication and the public sphere. A colonization model generally considers the impact of managerial or organizational rhetoric on the public sphere. 6 The key issue in these works is colonization of the lifeworld by the system, 7 of the public sphere by the corporation, 8 or of a value logos by an instrumental logos. 9A mutual constitution model uses "the increasing collapse of boundaries between the culture of organization and the organization of culture" to examine how culture and economy mutually constitute one another. 10 For example, cultural foundations animate new work practices, with these practices subsequently serving as models for corporations throughout US society.11 My general purpose in this study is to aid understanding of how developments in the world of work exist in a reflexive relation with the contours of culture and society. 12 I pursue this goal by applying recent theorizations of the relationship b...

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Section: Resultsmentioning

confidence: 99%

Section: Economic Dislocation As a Source Of Resistancementioning

confidence: 99%

Section: Mutuality and Technologies Of Self And Othermentioning

confidence: 99%

mentioning

confidence: 99%

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The Contradictions of Communicative Labor in Service Work

Carlone¹

2008

Communication and Critical/Cultural Studies

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“…interaction between experts and laypeople, and opening up public spaces designed to reduce the opaqueness and improve the accountability of governance (de Jong and Mentzel 2001). Critical rationality stimulates, and is thus articulated within, a democratic conversation across space and time (Greene and Hicks 2005).…”

Section: Critical Rationalitymentioning

confidence: 99%

Deliberative Democracy, Critical Rationality and Social Memory: Theoretical Resources of an ‘Education for Discourse’

Fitzpatrick

2008

Stud Philos Educ

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This article brings interconnects three debates to show what this might imply for the 'redemocratisation' of UK society and for pedagogical reform. One debate concerns deliberative types of democratic reform, arguing in favour of a 'creative agnosticism' towards the two philosophical frameworks which dominate this literature. This leads into a discussion of education and critical rationality, arguing for an aptitude-based account of moral agency, one which relates to the sociocultural resources we inherit from the past. The final debate therefore concerns social memory. I do not offer a theory of social memory but critique various commentators in arguing for what I call a 'multipolar analysis'. This both describes the analytical method adopted in this article and the skills and capacities which a system based upon 'education for discourse' would need to facilitate. The article therefore proposes that democracy, education and memory-deliberativeness, critical rationality and social remembering-be brought closer together for the mutual benefit of each debate.The question of how to empower the users of public services has exercised many in recent years, with greater decentralisation, localisation, use of referenda and consultation proposed as means of stimulating popular participation, trust and legitimacy. But disagreement emerges over the extent to which the existing 'market choice' agenda can genuinely drive such empowerment. For some, consumerism exercised within public sector quasi-markets is a necessary condition for increasing accountability and user control; others are more sceptical about markets, searching for alternative democratic models without returning to the top-down, man-from-the-Ministry-knows-best approach of the 'classic' welfare state.

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The Conditions of Media's Possibility

Packer¹

2012

The International Encyclopedia of Media Studies

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This chapter integrates Michel Foucault's historiographic approach with media history. After describing how Foucault's work has traditionally been used and understood by media historians, four areas of work are used as examples for establishing a more holistic account of the value of Foucault's archaeological and genealogical methods of historical enquiry. They are (1) the work of German media theorist Friedrich Kittler, (2) the Stanford School of the philosophy of science, (3) cultural studies work in governmentality studies, and (4) Giorgio Agamben's application of the Foucauldian concept apparatus. After providing eight questions for orienting Foucauldian historical investigation, the chapter explains how this leads to understanding the interrelated dimensions of power, knowledge, and subjectification as they intersect with the historical establishment of media forms, institutions, and technologies.

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Lost convictions

Cited by 36 publications

References 18 publications

The Contradictions of Communicative Labor in Service Work

The Contradictions of Communicative Labor in Service Work

Deliberative Democracy, Critical Rationality and Social Memory: Theoretical Resources of an ‘Education for Discourse’

The Conditions of Media's Possibility

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