Session Information
32 SES 05, Ethnography and Mixed Methods on Organizations and Organizational Learning
Paper Session
Contribution
In contrast to Organizational Psychology and the classical Management Studies, Educational Organizational Studies focuses not only on the analysis of organizational learning but is also interested in the goals of organizational learning and in the ideas of supporting organizational learning with respect to ethical issues (see Göhlich et al. 2014). This requires a discussion on normative aspects of organizational learning and on the normative stance of educational research in, on and for organizations.
In the first section of the paper a brief overview of the debate on critical management studies is given and the concept of “critical performativity” (Spicer/Alvesson & Kärmann 2009) which implicates several reflections on a normative stance of organizational research is pointed out. In the second part some recent critical-educational perspectives on organizations are outlined (e.g. Fenwick 2004). Based on these deliberations the following questions are raised and reflected: Which role can pedagogical utopias play within the process of educational organizational research (e.g. concerning the Initiation of social reforms or the leading-in emancipatory learning in and of organizations) and how could such utopias establish a normative stance of research? As a possible answer a critical-ethnographical approach to organizations based on a cultural theoretical foundation is proposed in a final step. The concept of cultural translation (Bhaba 2010) and the idea of translation as strategic essentialism (Spivak 1988) will be reflected and their organizational educational and organizational ethnographical applications will be pointed out (see also Engel 2016a and 2016b).
Method
Expected Outcomes
References
Bhabha, H. K. (2010). Location of Culture. London. Routledge. Engel, N. (2016a, in print): Die Empirie des Pädagogischen als Übersetzung des Pädagogischen. In: Dinkelaker, Jörg/Meseth, Wolfgang/ Rabenstein, Kerstin/Neumann, Sascha/Dörner, Olaf/ Hummrich, Merle/ Kunze, Katharina (Hrsg.): Empirie des Pädagogischen und Empirie der Erziehungswissenschaft. Beobachtungen erziehungswissenschaftlicher Forschung. Bad Heilbrunn: Klinckhardt. Engel, Nicolas (2016b, in print): Normative (in) der pädagogischen Organisationsforschung. In: Schemann, M. et al (eds.): Organisation und Methode. Wiesbaden: Springer VS. Fenwick, T. (2004): Toward a Critical HRD in Theory and Practice. In: Adult Education Quarterly 2004 54, 193-209. Göhlich, M., Weber, S.M., Schröer, A. u.a. (2014): Forschungsmemorandum Organisationspädagogik. Spicer, A./ Alvesson, M./ Kärmann, D. (2009): Critical performativity: The unfinished business of critical management studies. In: Human Relations, 62 (4), 537-560. Spivak, G. Ch. (1988). Can the Subaltern Speak? In C. Nelson & L. Grossberg (Hrsg.), Marxism and the Interpretation of Culture (271-314). Chicago: University of Illinois Press,
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