title: Making our work matter: From spectator to engagement through public organization and management studies

authors: Cunliffe, Ann L.

abstract: There are growing concerns about making our work matter in society and organizations, narrowing the theory–practice gap by doing research that has impact. In this paper, we suggest that there is more at stake than the issue of relating theory to practice, that we need to consider how we generate knowledge and think about its relevance. We argue that at the heart of such an endeavor lie critical ontological and epistemological considerations: first, the need to rethink our self–Other relationships—the nature of the relationship between ourselves as scholars and community members; and second, the need to generate more situated and relational forms of knowing-from-within that address social and environmental issues. Drawing on the work of critical sociologist Michael Burawoy, we elaborate four approaches to generating knowledge within organization and management studies (OMS), arguing that a public organization and management studies approach offers one way of making our work matter, requiring us to move from being spectators of the world to becoming actively engaged with multiple Others in generating knowledge and action. We discuss both the challenges and opportunities of a public OMS, offering examples of how we can become more actively engaged.

text: Making our work matter: From spectator to engagement through public organization and management studies There are growing concerns about making our work matter in society and organizations, narrowing the theory–practice gap by doing research that has impact. In this paper, we suggest that there is more at stake than the issue of relating theory to practice, that we need to consider how we generate knowledge and think about its relevance. We argue that at the heart of such an endeavor lie critical ontological and epistemological considerations: first, the need to rethink our self–Other relationships—the nature of the relationship between ourselves as scholars and community members; and second, the need to generate more situated and relational forms of knowing-from-within that address social and environmental issues. Drawing on the work of critical sociologist Michael Burawoy, we elaborate four approaches to generating knowledge within organization and management studies (OMS), arguing that a public organization and management studies approach offers one way of making our work matter, requiring us to move from being spectators of the world to becoming actively engaged with multiple Others in generating knowledge and action. We discuss both the challenges and opportunities of a public OMS, offering examples of how we can become more actively engaged.

year: 2022

title: Handing on Christ: Rediscovering the Gift of Christian Doctrine – By Richard Clutterbuck [Book review]

authors: Pratt, Douglas

subjects: book review

abstract: This article reviews the book: “Handing on Christ: Rediscovering the Gift of Christian Doctrine”, by Richard Clutterbuck.

text: Handing on Christ: Rediscovering the Gift of Christian Doctrine – By Richard Clutterbuck [Book review] This article reviews the book: “Handing on Christ: Rediscovering the Gift of Christian Doctrine”, by Richard Clutterbuck.

year: 2011

title: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations

authors: Moeke-Pickering, Taima Materangatira

subjects: Indigenous Education

abstract: This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

text: Decolonisation as a social change framework and its impact on the development of Indigenous-based curricula for Helping Professionals in mainstream Tertiary Education Organisations This research examined the social and political approaches that Indigenous peoples undertook to situate Indigenous-based education programmes in mainstream post-secondary/tertiary education organisations. Indigenous-based helping programmes assist to progress Indigenous aspirations for self-determination and are sites that center Indigenous worldviews. A decolonisation analysis framework that is embedded in the curriculum deepens students’ understanding about the impacts of imperialism, colonisation and post colonial issues. This thesis involved researching two Indigenous-based programmes that are based within mainstream tertiary institutes. The first is the Te Whiuwhiu o te Hau Maori Counselling degree programme which is based at the Waikato Institute of Technology (WINTEC) in Hamilton, Aotearoa, New Zealand. The other is the Native Human Services Social Work degree programme which is based at Laurentian University in Sudbury, Ontario, Canada. I start this thesis with “opening the circle” and situating the context for my research. Next is the literature review chapter. This chapter provides a review of decolonisation-colonisation, decolonisation frameworks within Indigenous education, self-determination and Indigenous peoples, and Maori and Native self-determination strategies relevant to health and education. I used a case study method combined with an Indigenous methodology to guide the research. This involved gathering key pieces of information as well as interviewing participants (graduates, tutors/faculty/developers) from each programme. In chapter four is the Te Whiuwhiu o te Hau case study and in chapter five is found the Native Human Services case study. Each case study covers pre-colonial and colonisation contexts and examines assimilative legislation on Indigenous education and health. The backgrounds of social work and counselling, Native social work and Maori counselling are also presented. In the case studies is the background and rationale for the development of each programme, as well as pertinent information on the course content. Chapter six presents on the findings and conclusion and chapter seven “closes the circle”. The main findings highlighted that Indigenous curricula and pedagogies embrace Indigenous theories and discourse relevant to the helping practice fields. Secondly, each programme fosters students to make positive changes for themselves, for their communities, and for their professions. Another finding is that faculty/tutors promote an inclusive Indigenous pedagogy in the classroom that incorporates cultural ceremonies, encourage personal introspection, builds cultural and professional skills, and teaches critical education. Both programmes reflected a pedagogy that taught students to counter negative narratives while instilling a critical analysis of decolonisation and colonisation. I propose that a decolonisation analysis is both a reflective and healing tool, in that students are provided with the hard evidence about their histories and what happened to their communities. I contend that Indigenous-based programmes contribute to the continuity of Indigenous culture and wellbeing of their communities and, that they play a vital role in advancing Indigenous education priorities.

year: 2010