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One of the urgent questions in the field of diversity is the knowledge about effective diversity practices. This paper aims to advance our knowledge on organizational change toward diversity by combining concepts from diversity studies and organizational learning.

By employing a social practice approach to organizational learning, the author will be able to go beyond individual learning experiences of diversity practices but see how members negotiate the diversity knowledge and how they integrate their new knowledge in their day-to-day organizational norms and practices. The analysis draws on data collected during a longitudinal case study in a financial service organization in the Netherlands.

This study showed how collective learning practices took place but were insufficiently anchored in a collective memory. Change agents have the task to build “new” memory on diversity policies and gender inequality as well as to use organizational memory to enable diversity policies and practices to be implemented. The inability to create a community of practice impeded the change agenda.

Future research could expand our knowledge on collective memory of knowledge on diversity further and focus on the way employees make use of this memory while doing diversity.

The current literature often tends to analyze the effectiveness of diversity practices as linear processes, which is insufficient to capture the complexity of a change process characterized with layers of negotiated and politicized forms of access to resources. The author would argue for more future work on nonlinear and process-based perspectives on organizational change.

The contribution is to the literature on diversity practices by showing how the lack of collective memory to “store” individual learning in the organization has proven to be a major problem in the management of diversity.

This article presents arguments regarding the importance of information sharing to the growth and stability of organizational knowledge. In addition, the article discusses the expected effects of group composition on the nature and degree of information sharing that takes place within groups. While group composition may vary along a number of dimensions, this article focuses primarily on differences in group membership represented by various race and gender combinations. The specific research question explored is, to what extent does group composition affect the likelihood that individually held (unique) information will be shared with group members during group discussion? A conceptual model is presented and its implications for both research and practice are discussed.

The focus of this paper is a comparative case study of the symbolic role of the Croatian and Serbian languages and writing in discourses of the Nation and the National. Our research is situated at the intersection of the scientific fields of sociolinguistics, memory studies, and studies on nationalism. Using Anthony D. Smith’s ethno-symbolist approach to the study of nationalism, which focuses on the reciprocal relationship between elites and the people, we analyze the case of anti-Cyrillic protests in Vukovar, Croatia, which were triggered by the implementation of Croatian minority rights legislation. This research analyses the role of language and its use as a symbol in memory practices and accompanying discourses in Croatia and its echoes in Serbian public space. The top-down perspective observes state-promoted events and populist implications of language mis(use). Alternatively, the bottom-up approach encompasses various actions and initiatives of so-called “activists” who belong either to “nationalist” organizations or to liberal/democratic NGOs. The majority of voices that are not aligned with the above-mentioned organizations are neglected in the public space (Obradovic-Wochnik, 2013).

We explore the dynamics created between social groups promoting populist ideas, other groups promoting alternative practices, and their influence on the ideological pattern adopted by ruling elites.

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

The research is rooted in the interest in educational biographies of ethnic and linguistic minorities in Europe during the twentieth century. The purpose of this paper is to give an answer to the question of how the nationalistic educational norms during the period of totalitarian regimes manifested themselves in the educational biographies of minorities, and how much individuals and collectives transferred their scholastic denationalisation experiences (e.g. prohibition of alphabetisation in their mother tongue) to the following generations. In other words, if and how traces of the previously named experiences, for example the attitude towards education, can be found in insecurities and attitudes of the first or even the second follow-up generation.

The theoretical foundation used for this research is the conception of school as “institutional actor” theorised by Helmut Fend (2006). Fend used a widened concept based upon Weber’s (1922/1988) action-theoretical, Luhmann’s (2002) system-theoretical and Scharpf’s (2000) and Schaefers’ (2002) institution-centred approaches. This scientific background designs a theoretical concept of school fitted for the social and pedagogical research field. Specifically, in Fend’s analysis of design- and action-oriented potentials, Fend (2006) “turns his special attention to the processes in the educational field, which are implemented by actors, who themselves act in the context of institutional framework conditions” (p. 17).

The experience of school in totalitarian contexts manifests itself in individual and collective memories, later found in the following generations with particular emphasis on the approaches towards education.

This paper analyses the transgenerational impact of the experiences ethnical minorities had with schools.

Persons living with dementia (PLWD) constitute a global epidemic of more than 50 million people around the world, and tens of millions more serve as their caregivers. Public libraries must learn to assist, support, and sustain those with dementia in their communities. The good news is that some of the most powerful non-pharmacological interventions for PLWD – healthy lifestyle choices, lifelong learning for mental stimulation, and the stimulation and support of social networks – all are embedded in public libraries’ core mission. Thus, library services for the underserved population of PLWD and their caregivers can make a huge collective impact toward sustainable communities, social justice, and strong institutions.

Libraries can provide this help through dementia-friendly customer service and through programming that both supports individuals and develops and strengthens social relationships. Libraries can further promote good health and well-being, both through information resources and with targeted older adult programming. We can simultaneously contribute to social justice, mitigating the stigma and the deleterious effects of dementia which can be worse within minority communities. The positive impact of library dementia services can even be magnified through collective impact when different institutions within a community work together toward dementia-friendly standards.

This reflective chapter details the operation of library services for PLWD and their caregivers, providing concrete examples of dementia-friendly customer service, collection development, information and reference services, and a wide variety of older adult programming. Together, these library dementia services can create a powerful and positive impact through lifelong learning, mental stimulation, and social connections.

The purpose of this paper is to apply cultivation theory to social network sites by investigating how Facebook uses cultivates users' ethnic diversity perceptions and attitudes.

The authors’ investigations include an online and offline survey study with 476 Facebook users and a follow-up experiment with 75 individuals.

The authors provide empirical support that Facebook use cultivates ethnic diversity perceptions and ethnic diversity-related attitudes. They show that Facebook use relates to perceptions of ethnic minorities that resemble the world on Facebook that is characterized by high ethnic diversity. The authors further demonstrate that the cultivation of ethnic diversity-related attitudes is mediated by diversity perceptions related to users' close social environment.

Future research should consider culturally and educationally diverse samples as well as longitudinal research designs to address external validity and causality issues.

Algorithms determining the content users are exposed should be thoughtfully curated to avoid attitudinal and ideological polarization.

Facebook can play an important role in positively shaping intergroup relations, thereby countering negative outgroup attitudes, social anxieties and radical right-wing parties.

The authors’ studies extend the scope of cultivation research by identifying a new media vehicle as a source of cultivation influences and shed light on the cultivation-based process of attitude change on social network sites.

Archives are repositories of memory, providing reliable evidence for examining the past. The four types of memory – personal, collective, historical, and archival – interact in complex and sometimes baffling ways to enable one to understand the past and to draw lessons from it. Archival memory is a social construct reflecting power relationships in society. Archivists and manuscripts curators play the important role of mediator in selecting records for preservation and providing research access to such collections. By recognizing and overcoming the bias toward records of powerful groups in society, archivists can provide a more balanced perspective on the past, and enable future generations to examine and evaluate the activities and contributions of all voices in one’s culture. Archives thus serve an important role in identifying and preserving the documentation that forms one’s historical memory.