Search results

This paper offers a critical discussion to contribute to sociological work by emphasizing deconstruction(s) of the markers of gendered and racialized borders and epistemological injustice(s) in theory and practice of contemporary global frames of representation and women's intersectional identities and rights. Through a postcolonial, situated feminist approach, the theoretical framework aims to scope and review literature from the South and North.

The research employs a mixed-methodology of a survey paper and media critical discourse analysis of media monitoring frames of Egyptian women's rights post–Arab spring. The content, layout and imageries produced by representations are assessed to explore whether there are lingering subtle and blatant hints of continued orientalism in knowledge canons.

The underlying causes for misconceptions and reductionist sociopolitical attitudes may be styled by patriarchal and orientalist imposition and are highly found to be somewhat maintained by persistent Western-centric epistemologies claiming to define or speak for the so-called other. The above-mentioned structures are evidently channelled through languages which essentialize and control women of the South, urging for further research in knowledge canons which calls oppressive frames into question.

More feminist contributions from non-Western gazes are needed to fill gaps in canons of knowledge and deconstruct patriarchal and colonial codes which impose inequalities on women as seen through the survey paper of theoretical representation and media politics.

In recent years, several studies on self-legitimacy of police officers were conducted; however, few have tested the unstable nature of legitimacy in different time periods. This paper aims to focus on the self-legitimacy of police officers and its impact on pro-organizational behavior in 2013 and 2016.

The study took place in eight regional police directorates in Slovenia. The number of participants amounted to 529 police officers in 2013 and 478 police officers in 2016 that have completed a paper and pencil survey that was pretested using a convenience sample of police officers studying as part-time undergraduate students.

Overall findings revealed organizational commitment as the strongest predictor of self-legitimacy of police officers in Slovenia. The invariance of the “core variables” and their influence on the self-legitimacy of police officers in different time periods was confirmed. Their perception of individual legitimacy, organizational commitment, education and years of service influenced pro-organizational behaviors of police officers.

Limitations of the study can be seen in the sincerity of participating police officers and the nature of self-legitimacy, which operates differently in different societies.

The results could be used for the improvement of policing in a young democratic country.

Legitimacy, procedural justice and other components of policing in a democratic society need to be tested globally, especially in young democracies. This study is an example of an ongoing, follow-up endeavor of researchers and the national police to reflect upon the development of policing.

The paper has confirmed the invariance of relations with colleagues, supervisors' procedural justice and audience legitimacy on the self-legitimacy in different time periods and societies.

Workplace silence impedes productivity, job satisfaction and retention, key issues for the hospital workforce worldwide. It can have a negative effect on patient outcomes and safety and human resources in healthcare organisations. This study aims to examine factors that influence workplace silence among hospital doctors in Ireland.

A national, cross-sectional, online survey of hospital doctors in Ireland was conducted in October–November 2019; 1,070 hospital doctors responded. This paper focuses on responses to the question “If you had concerns about your working conditions, would you raise them?”. In total, 227 hospital doctor respondents (25%) stated that they would not raise concerns about their working conditions. Qualitative thematic analysis was carried out on free-text responses to explore why these doctors choose to opt for silence regarding their working conditions.

Reputational risk, lack of energy and time, a perceived inability to effect change and cultural norms all discourage doctors from raising concerns about working conditions. Apathy arose as change to working conditions was perceived as highly unlikely. In turn, this had scope to lead to neglect and exit. Voice was seen as risky for some respondents, who feared that complaining could damage their career prospects and workplace relationships.

This study highlights the systemic, cultural and practical issues that pressure hospital doctors in Ireland to opt for silence around working conditions. It adds to the literature on workplace silence and voice within the medical profession and provides a framework for comparative analysis of doctors' silence and voice in other settings.

Drawing on the social exchange theory, the purpose of this paper is to examine the relationship between leader Machiavellianism and employee’s quiescent silence. Specifically, the authors take a relational approach by introducing employee’s relational identification as the mediator. The moderating role of psychological distance in the relationship between leader Machiavellianism and quiescent silence is also considered.

Data were collected from nine universities in Turkey. The sample included 793 randomly chosen faculty members along with their department chairs. Hierarchical multiple regression analysis was conducted to test the proposed model.

The results of this study supported the positive effect of leader Machiavellianism on employee’s quiescent silence as well as the mediating effect of employee’s relational identification. Moreover, when the level of psychological distance is low, the relationship between leader Machiavellianism and quiescent silence is strong, whereas the effect is weak when the level of psychological distance is high.

The findings of this study suggest that educational administrators in the higher education should be sensitive in treating their subordinates, as it will lead to positive interpersonal relationship, which, in turn, will reduce workplace silence. Moreover, they should pay more attention to the buffering role of psychological distance for those subordinates with high distrust and showing silence.

This study contributes to the literature on organizational silence by revealing the relational mechanism between leader Machiavellianism and employee quiescent silence. The paper also offers a practical assistance to employees in the higher education and their leaders interested in building trust, increasing leader–employee relationship and reducing workplace silence.

Privilege is often silent, invisible and not made explicit, and silence is a key question for theorizing on organizations. This paper examines interrelations between privilege and silence for relatively privileged professionals in high-intensity knowledge businesses (KIBs).

This paper draws on 112 interviews in two rounds of interviews using the collaborative interactive action research method. The analysis focuses on processes of recruitment, careers and negotiation of boundaries between work and nonwork in these KIBs. The authors study how relative privilege within social inequalities connects with silences in multiple ways, and how the invisibility of privilege operates at different levels: individual identities and interpersonal actions of privilege (micro), as organizational level phenomena (meso) or as societally constructed (macro).

At each level, privilege is reproduced in part through silence. The authors also examine how processes connecting silence, privilege and social inequalities operate differently in relation to both disadvantage and the disadvantaged, and privilege and the privileged.

This study is relevant for organization studies, especially in the kinds of “multi-privileged” contexts where inequalities, disadvantages and subordination may remain hidden and silenced, and, thus, are continuously reproduced.

Building on leader-member exchange and social cognitive theories, this paper aims to propose a model of the influence of narcissistic leadership on hotel employees’ behavioral cynicism through the mediating roles of employee silence and negative work-related gossiping on this relationship.

The model was examined using covariance-based structural equation modeling using data collected from 468 employees working in several different departments in Italian hotels.

The findings illustrate that narcissistic leadership positively affects behavioral cynicism. Furthermore, employee silence and negative work-related gossiping are shown to have a significant mediating effect on this relationship.

The study may be of use for hotel managers as it demonstrates how narcissism can be very damaging to their organizations and employees.

To date, this study is the first to examine negative work-related gossiping and employee silence as mediator variables in the relationship between narcissistic leadership and behavioral cynicism in the hotel industry. Further, this research makes a significant contribution to the hospitality literature as the topic of narcissistic leadership has not, to date, been adequately investigated in the sector.

In this chapter, I explore two media texts, Imtiaz Ali's Highway and Alankrita Shrivastava's Netflix original series Bombay Begums (2021). I contend that recent filmmakers have begun to arguably reframe the narratives of rape victim-survivors and disrupting the cultural of silence described above. They offer progressive and multi-faceted representations of these experiences, such that there is an opportunity for a dialogue within both private and public spheres. What I mean when I say that they are ‘progressive representations’ is that the rape victim-survivors are not merely reduced to helpless women in distress, nor painted as vengeful, aggressive characters. Instead, their characterisation shows that they have agency and autonomy, but at the same time struggle with the repercussions of speaking out against their perpetrators in a society that does not support them wholly.

Historically minoritized students are routinely silenced in classroom settings. This study aims to explore whether open annotations encourage students with historically minoritized gender/racial/ethnic identities to share knowledge and ideas. In addition, this study explores how the intersectionality of student identities relates to their experiences of open annotation and assess gendered and racialized achievement of student learning objectives.

This study uses mixed methods to examine the use of an open annotation tool (Perusall) to foster the redistribution of epistemic authority and more equitable interactions in science, technology, engineering, and math and humanities courses at the intersection of environmental and social justice issues. The study design draws on illustrative case study methods to assist others in seeing the potential and considerations in using a similar pedagogical approach.

An open annotation tool like Perusall can foster more equitable interactions for historically minoritized students. Women reported that open annotations deepened knowledge and engagement with the source and their peers. Women of color, in particular, acknowledged the benefits of social annotations as a tool that redistributes epistemic authority. Conversely, men were more likely to comment on dissatisfaction with grading.

This study suggests the value of open annotation as an effective and accessible method to foster inclusive classrooms. Through examining epistemic authority in social annotations, this study provides a novel approach to addressing the disengagement of historically minoritized students.

Relations in university settings are becoming more heterogeneous in terms of race, ethnicity, religion, nationality, class, and gender. In South Africa, transformation imperatives have radically changed the complexion of the country’s university campuses but have also entrenched political imperatives in its universities. As a consequence, the university is a highly politicised space. This is not new. What is new is a communication environment characterised by real-time, global networked digital communication and the uptake of digital media platforms (including social media platforms). We explore the effects of politicisation and new modes of communication using the case of a controversial article published in a South Africa journal and the ensuing polemic. Drawing on both institutional theory and Castells’ description of the network society, we conceptualise collegiality along two dimensions: horizontal collegial relations which exist for the purpose of knowledge creation and transfer which, in turn, depends on self-governance according to a taken-for-granted code of conduct; and vertical collegiality which describes collegial relations between academic staff and university management, and which is necessary for the governance of the university as a complex organisation. We conclude that the highly personal nature of communication that is propelled by digital communication has a direct impact on collegial relations within the university. The motivations of both university academic staff and management, as well as the public, extend beyond stimulating collective debate in the service of knowledge production to serving individual and/or ideological agendas as the communication of science becomes politicised. While issues pertaining to collegiality in South Africa may at first glance appear to be unique to the country, we believe that in a globally transforming academy, the South African case may offer novel insights and useful lessons for other highly politicised university systems.

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.