Politics Even Closer to Home: Repositioning CME from the Standpoint of Communication Studies

Ashcraft, Karen Lee; Allen, Brenda

doi:10.1177/1350507608099311

Cited by 27 publications

(33 citation statements)

References 49 publications

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“…Therefore, critical communication pedagogy corresponds well with contemporary critical organizational communication studies that increasingly treat power relations in terms of complex intersections of salient social identities (e.g., gender, race, class, ability, age, and sexuality, as well as professional roles and disciplinary identities) that induce varying degrees of privilege and oppression (Allen, 2004;Ashcraft & Allen, 2009). Consequently, this approach can help prepare students for a multicultural world by helping them understand and negotiate identity politics.…”

Section: Critical Communication Pedagogymentioning

confidence: 95%

Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing

Allen¹

2011

Reframing Difference in Organizational Communication Studies: Research, Pedagogy, Practice

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A s organizational communication scholars increasingly respond to calls to investigate difference and organizing, I urge them to heed a parallel and equally pressing need to incorporate difference into their teaching. Scholars and teachers should strive to help students understand how varying dimensions of social identity articulate with one another, with a focus on the consequences of those articulations for organizing (Simpson & Allen, 2006). While difference is a focus of study in several fields, communication scholars can offer students a uniquely communicative understanding of these issues and how humans (re)produce them. Such an approach can provide pivotal insight and understanding to prepare students to interact effectively and humanely in contemporary organizational contexts, where matters of difference are ever more apparent and important. However, because teaching difference and organizing can be particularly daunting and complex, faculty can benefit greatly from resources that can guide their efforts.

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Section: Critical Communication Pedagogymentioning

confidence: 95%

Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing

Allen¹

2011

Reframing Difference in Organizational Communication Studies: Research, Pedagogy, Practice

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“…Sixth and finally, there is a trajectory of theoretical thought focusing on the institutionalization of management education. This has included analyses describing the historical development of management education – or aspects of it – in a critical spirit (Ashcraft and Allen, 2009; Crainer and Dearlove, 1999; Goodrick, 2002; Khurana, 2007; Raelin, 2009; Spender, 2005; Whitley et al., 1981; Zald, 2002). For example, in an early analysis, Whitley et al.…”

Section: An Overview Of Studies Of Critical Management Educationmentioning

confidence: 99%

“…Thus, our Bourdieusian approach to change does not negate the potential of change initiatives, but helps to put them into perspective. It is not easy to change the institutionalized structures in management education (Ashcraft and Allen, 2009; Raelin, 2009; Starkey and Tempest, 2009). Yet there is room for change if it is accompanied by new knowledge framed as potentially valuable capital and/or if central actors in the field – including accreditation agencies – are able to promote new templates and values for management education institutions and programmes.…”

Section: Possibilities For Change In Management Educationmentioning

confidence: 99%

Reproduction and Change on the Global Scale: A Bourdieusian Perspective on Management Education

Vaara

Faÿ

2012

J Management Studies

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Despite a proliferation of critical studies on management education, there is a paucity of knowledge of the ways in which problematic beliefs, values, and practices are reproduced in and through management education. By drawing on and extending Bourdieu's seminal work, this paper offers a new perspective on reproduction on the global scale. Our framework spans three inter‐related levels of analysis: the dominant beliefs, values, and practices (nomos and doxa) of management in global society; the structuration of the field of management education on a global scale; and the prevailing pedagogical practices in management education programmes. Our analysis adds to critical studies of management education by elucidating the overwhelming institutional forces of reproduction and thus explaining how difficult it is to effect change in the prevailing ideas, values, and practices. Unlike most critical analyses, we also explain how change might take place and what it would require. Thus, our analysis advances studies of reproduction in this era of globalization more generally. It also provides an example of how Bourdieusian ideas can be applied and expanded upon in novel ways in research on education in general and management education in particular.

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“…Hence, an acknowledgment of intersectionality means that the effects of being white and being female, for example, are not additive, but interactive, upon interview exchanges. The work of Ashcraft and Allen (2009) is an exemplar of the importance of addressing the meanings of intersectionality.…”

Section: Rakesh's Storymentioning

confidence: 99%

Workplace emotions in postcolonial spaces: Enduring legacies, ambivalence, and subversion

Ulus

2014

Organization

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This article analyses the emotions of work in postcolonial spaces, where enduring racial tensions, arising from white privilege, continue to shape people's experiences. Based on a close scrutiny of two interview extracts from field work in India, the article applies a postcolonial perspective to illustrate that colonial dynamics and attendant power relations are daily reproduced or subverted at work. Postcolonial arguments are extended to organizational emotions, by demonstrating how everyday narratives, including those told to researchers, uncover a wide range of experiences of race that may go unnoticed or may not surface through more structured methods. Ambivalence and subversion feature in these extracts as core experiences of emotionally charged postcolonial relations, which are often reproduced or experienced unconsciously. The enduring legacies of colonial history on organizational spaces are discussed, with implications for the emotions of working across racial and geographic boundaries. In a globalized work environment, such legacies may go unnoticed, but their effects are manifest in individual experiences.

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Politics Even Closer to Home: Repositioning CME from the Standpoint of Communication Studies

Cited by 27 publications

References 49 publications

Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing

Critical Communication Pedagogy as a Framework for Teaching Difference and Organizing

Reproduction and Change on the Global Scale: A Bourdieusian Perspective on Management Education

Workplace emotions in postcolonial spaces: Enduring legacies, ambivalence, and subversion

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