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The purpose of this paper is to explore peace protest as a form of institutional work aimed at supporting one institution and disrupting another.

The authors utilized walking ethnography (28 miles in 18 h while conducting 25 walking interviews) and digital media analysis (news reports, social media and electronic communication).

Walking participants engaged in multiple types of institutional work aimed at maintaining the Good Friday Agreement and disrupting partisan violence. The institutional work left no lasting impact on either institution.

The paper conceptualizes two competing institutions and situates the dual institutional work of Lyra's Walk in the post-conflict context of Northern Ireland. The study contributes to understanding formality and multiplicity in institutional work research.

Working with organizations is central to organizational ethnography. However, while research ethics relating to individual participants is widely discussed, research ethics relating to the organizations has been neglected. The purpose of this article is to address this shortcoming and introduce the concept and domain of “meso-ethics” in research ethics. Meso-ethics pertains to organizations as research participants and thus allows for the explicit inclusion of organizations in ethical considerations and practice. Meso-ethics complements the known domains of micro-ethics and macro-ethics in research ethics.

The concept of meso-ethics takes point of departure in the micro-ethical principles of “respect, and avoiding harm” and adjusts these to apply to organizations. The organizations are first defined as a distinct type of research participants, which differs from individual participants. The organizations are formally organized units that possess resources to assert power and stakeholders with a vested interest in the research. Second, the relationship between researchers and organizations is related to issues of power, allowing for a view of the power relations as flexible and relational. Moreover, this includes a potential vulnerability to harm on both sides.

The new concept and domain meso-ethics allows for explicit reflections and practice of research ethics in relations to organizations, a central participant in organizational ethnography. There is a discussion that meso-ethics should be combined with micro-ethics and macro-ethics in future practice to allow for comprehensive reflections and practice of research ethics.

The article contributes a new concept and domain of research ethics, meso-ethics, in organizational ethnography and related research to explore and practice research ethics in relation to organizations participating in our research. Meso-ethics complements the known domains of micro-ethics and macro-ethics in research ethics.

In this chapter, I address the issues in doing a feminist ethnography based on the archives of a lesbian feminist community structured around music. In doing so, I grapple with questions central to archival research with marginalized social movement communities. I pose these questions as moments of interrogation where I draw on personal experience as well as literature on archival research to create a framework aimed at social movement researchers who are considering or doing archival work. These interrogations cover three broad areas and apply to different moments in the research process. First, what are the origin stories of social movement archives? Second, how can researchers construct the stories of marginalized and vulnerable communities? Third, how can we access the voices of community members found in the archives? To answer these questions, I identify how conceptual tools such as identifying community boundaries and documenting types of interaction can aid a scholar in the research process.

The question of “why we are in disaster studies” can be essential to reflect on discourses and practices – as students, researchers and professors – in constituting an oppressive disaster science and finding ways to liberate from it.

This paper is based on autobiographical research and institutional ethnography to observe and analyze the discourses and practices about career trajectories as students, researchers and professors in disaster studies.

The paper provides some categories, concepts, theoretical approaches and lived experiences helpful for discussing ways of liberating disaster studies, such as public sociology of disaster.

Few papers have focused on professional trajectories in disaster studies, bringing insights from public sociology and questioning oppressive disaster science.

This paper aims to explore the important role boundaries play in back-office framing of environmental engagement. This is of particular interest because it is not clear how organizations in an industry without standardized environmental reporting navigate their boundaries behind the scenes and why they engage with the environment the way they do. This element of their environmental identity offers important insights into the emergence of sustainability reporting.

Guided by Miles and Ringham (2019) the authors conduct an ethnography of the Montana ski industry. The ethnography includes extensive on-site observations at nine Montana ski areas and interviews with 16 ski area executives, two regulators and a land development executive.

The authors find three key boundaries – accountability structure, degree of regulatory burden and impact measurement approach – that shape the back-office economic and environmental framing of ski executives (Goffman, 1959, 1974). From these back-office frames the authors identify four front-office cultural performances – community ecosystem, quantitative ownership, approval seeking and advocacy platform – that represent the environmental engagement strategies at these resorts.

Understanding the relationships between boundaries and environmental engagement is an important step in developing appropriate industry-wide environmental accountability and sustainability expectations. The study’s findings extend to other industries that are both highly dependent on the environment and are in the early stages of developing environmental reporting standards.

Ski resorts operate in an industry that is impacted by changes in the natural environment. The authors chronicle the process by which boundaries lead to framing which leads to environmental engagement in this weather-dependent industry. The authors explain the process of environmental identity building, the result of which both precedes environmental reporting and puts such reporting into context. In this sense, the authors show how boundaries are set and maintained in the ski resort industry, and how fundamental these boundaries are to the development of individual companies' environmental engagement strategies.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

This section focuses on Azerbaijan, Kazakhstan, Kyrgyzstan and Türkiye where knowledge on children and youth has been misconstrued as homogenous and ahistorical. To address this epistemic gap, authors explore the social, cultural and economic experiences of children and youth, their expectations, aspirations and risks under the premise that the region's imperial history, participation in the Soviet Union and postindependence transition, and postimperial present account for and produce social and historical continuities which persist and make for differently experienced childhood, adolescence and youth. Chapters in this section emphasize diverse and creative ways in which young citizens living in Central Asia and Caucasus (CAC) countries engage in negotiating, collaborating, adapting and confronting challenges and barriers presented by the rapidly changing social realities shaped by global labor market transformation, growing economic inequalities and advanced communication systems. This analysis is done from the standpoint of those on whose behalf research is conducted – the youth and children themselves.

Advanced education is often thought to respond to the demands of the economy, market forces create new occupations, and then universities respond with new degrees and curricula aimed at training future workers with specific new skills. Presented here is comparative research on an underappreciated, yet growing, concurrent alternative process: universities, with their global growth in numbers and enrollments, in concert with expanding research capacity, create and privilege knowledge and skills, legitimate new degrees that then become monetized and even required in private and public sectors of economies. A process referred to as academization of occupations has far-reaching implications for understanding the transformation of capitalism, new dimensions of social inequality, and resulting stratification among occupations. Academization is also eclipsing the more limited professionalization processes in occupations. Additionally, it fuels further expansion of advanced education and contributes to a new culture of work in the 21st century. Commissioned detailed German and US case studies of the university origins and influence on workplace consequences of seven selected occupations and associated knowledge, skills, and degrees investigate the academization process. And to demonstrate how universal this could become, the cases contrast the more open and less-restrictive education and occupation system in the US with the centralized and state-controlled education system in Germany. With expected variation, both economies and their occupational systems show evidence of robust academization. Importantly too is evidence of academic transformations of understandings about approaches to job tasks and use of authoritative knowledge in occupational activities.

Gender-diverse people experience unique cultural and interpersonal stigma in mainstream society and sometimes within their own communities; they face allegations of inauthenticity based on their nonconformity to either cisnormative or transnormative gender regimes. Based on 21 in-depth life history interviews, we unveil the intricate interactional process of negotiating identity and authenticity in the biographical work of gender-diverse individuals. In this study, gender-diverse people engaged in a “gender audit” with their gender-diverse interviewer. Gender audits yield verbal performances of gender with oneself and others. Ambiguity was “accounted for” or “embraced and created” in their biographical work to organize their life stories and undermine binary essentialism – a discourse that was “discursively constraining.” Gender audits took place in participants' day-to-day lives, either through self-audits, questioning from others, or both. In the final analysis, we assert that we all engage in gender auditing. Gender audits are intersubjective sites of domination, subordination, resistance, and social change. Gender diversity, then, can be viewed as a product of gender in flux.

This study aims to reveal and compare the cultural logics of university-educated Chinese mothers in Singapore and Hong Kong in their mothering practices to improvise their femininities in constituting their work–family interactions.

This qualitative research, with the ethnographic elements, has included 32 Chinese mothers to share about their mothering experiences through semi-structured interviews. This methodological design with feminist lens embraces women’s own narratives as sources of knowledge and learns their voices to reinvent their role and bodily engagement in shaping their family dynamics.

This discussion basically reaffirms the argument where the mother’s involvement in their children’s schoolwork becomes one of the core elements in their actual everyday mothering practices. It has further reflected the dynamics of family quality time in the light of mothers’ cultural logics as much as their attentive agency capacity to present their respectable femininity in the form of mothering.

This research process has revealed the actual experiences of the participants from their own narratives. For future research development, data collection can be extended to include the husbands’ profiles and their narratives in understanding their wives’ mothering experiences.

This discussion enriches the work-family literature by extending it to the Asian Chinese context. While the concepts of cultural capital and habitus have been addressed in previous studies, this discussion highlights the agency capacity of the university-educated Chinese mothers in their cultural logics to deliver their respective mothering practices. This filtering process to transmit cultural capital to their children is as much as they involve in reproducing status boundaries for the family.