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Allen’s critique of current Frankfurt School theory presents the joint methods of “problematizing genealogy” and “metanormative contextualism” as alternative for the normative…
Abstract
Allen’s critique of current Frankfurt School theory presents the joint methods of “problematizing genealogy” and “metanormative contextualism” as alternative for the normative grounding of critical theory. Through a close reading of Allen’s critique, I investigate whether Allen’s identification of philosophy of history is an accurate diagnosis of the problems of the normative grounding of current Frankfurt School theory, whether Allen’s distinction between metanormative and normative levels is tenable for critical theory, and whether Allen’s methodology constitutes a viable alternative for the normative grounding of critical theory. As an alternative, I suggest scrutinizing the grounding strategies of current Frankfurt School theory to expand beyond their genealogy in Enlightenment thought, and address the question of what made the affirmative form of thought underlying current Frankfurt School theory a historical possibility. Expanding on Allen’s reiteration of the mediated nature of categories, I suggest that the stark contrast between forms of thought underlying first- and second-generation Frankfurt School critical theory needs to be understood not in relation to philosophy of history but against the backdrop of the specific context of the European historical present that informs its normative universe.
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Lionel C. Howard and Arshad I. Ali
In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of…
Abstract
In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).
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This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian…
Abstract
This chapter explores the emergence, growth, and current status of the sociology of sport in Canada. Such an endeavour includes acknowledging the work and efforts of Canadian scholars – whether Canadian by birth or naturalization or just as a result of their geographic location – who have contributed to the vibrant and robust academic discipline that is the sociology of sport in Canadian institutions coast-to-coast, and who have advanced the socio-cultural study of sport globally in substantial ways. This chapter does not provide an exhaustive description and analysis of the past and present states of the sociology of sport in Canada; in fact, it is important to note that an in-depth, critical and comprehensive analysis of our field in Canada is sorely lacking. Rather, this chapter aims to highlight the major historical drivers (both in terms of people and trends) of the field in Canada; provide a snapshot of the sociology of sport in Canada currently; and put forth some ideas as to future opportunities and challenges for the field in Canada.
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Lucas Gronouwe, Matthijs Moorkamp and Max Visser
The purpose of this paper is to contribute to a more pragmatic critical management studies (CMS), by exploring the emancipatory intent of organizational (re)design concepts and…
Abstract
Purpose
The purpose of this paper is to contribute to a more pragmatic critical management studies (CMS), by exploring the emancipatory intent of organizational (re)design concepts and ideas from the modern sociotechnical approach integral organizational renewal (IOR).
Design/methodology/approach
This paper is of a conceptual nature in that it engages with relevant literature from the fields of CMS and IOR, guided by a focused conceptualization of emancipation from CMS literature.
Findings
It is found that although IOR can to a large extent be considered as an emancipatory project, it contains a number of dangers which jeopardize its emancipatory potential. Complemented with other sociotechnical approaches and ideas, however, it appears that IOR could make some valuable contributions to a pragmatic CMS.
Originality/value
This paper is unique in engaging in an exchange of ideas between CMS and IOR. By doing so, it contributes, first, to the debate on a more pragmatic CMS; second, to the dialogue between CMS and “mainstream” organization science; third, to the field of organizational (re)design.
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Eileen M. Trauth and Debra Howcroft
This article aims to add to the growing number of critical empirical studies and to reflect on the process of conducting this type of research, thereby addressing the lack of…
Abstract
Purpose
This article aims to add to the growing number of critical empirical studies and to reflect on the process of conducting this type of research, thereby addressing the lack of exemplars for those engaged with critical empirical information systems research.
Design/methodology/approach
Applies the critical lens to a multi‐year examination of variation in the career narratives of women in the American IT labor force. While an interpretive epistemology was initially chosen for this research project, over time, analysis of interview data took on an increasingly critical orientation. This, in turn, influenced subsequent fieldwork to become critical in nature.
Findings
One theoretical contribution is highlighting the role of power dynamics in understanding what sits beneath the surface of observations about these women's experiences in the IT workforce. The second theoretical contribution is helping to shift the focus away from predominantly essentialist theories that dichotomize men and women and toward a recognition of the diversity among women in the IT field.
Research limitations/implications
Future research should include additional critical empirical studies of women in the IT field in other countries.
Practical implications
This research project can serve as a useful example for other critical IS researchers about to embark on empirical fieldwork.
Originality/value
This paper provides a concrete illustration of the way in which empirical research is altered as the epistemological lens shifts from interpretivist to critical.
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Daniel Salinas and David P. Baker
Recent developments in neuroscience have generated great expectations in the education world globally. However, building a bridge between brain science and education has been…
Abstract
Recent developments in neuroscience have generated great expectations in the education world globally. However, building a bridge between brain science and education has been hard. Educational researchers and practitioners more often than not hold unrealistic images of neuroscience, some naively positive and others blindly negative. Neuroscientist looking at how the brain reacts and changes during mental tasks involving reading or mathematics usually discuss education as some constant and undifferentiated “social environment” of the brain, either assuming it to be a “black box” or evoking an image of perfect schooling and full access to it. In this review, we claim that a more productive and realistic relationship between neuroscience and the comparative study of education can be thought about in terms of the hypothesis that formal education is having a significant role in the cognitive and neurological development of human populations around the world. We review research that supports this hypothesis and implications for future studies.
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To discuss the concept of cybernetics, and to point out its complexities.
Abstract
Purpose
To discuss the concept of cybernetics, and to point out its complexities.
Design/methodology/approach
Cybernetics can be seen as a scientific concept of harnessing complexity as a feedback phenomenon and a project aimed at establishing a new control science and adaptive technology based on the formalization of complexity. Today, we still do not have adaptive or complex computers.
Findings
Cybernetics has failed both as a concept and a project, and is becoming a case for historians. But before it is classified as just a short scientific episode between the atomic bomb and cyberwar, a closer look will show that it was not only a military sponsored project driven by the cold war of the 1950s but also a rebellious movement inspired by the visions of the 1960s. Heinz von Foerster more than anyone else represented this human face of cybernetics.
Originality/value
Considers some of the thought‐provoking ideas of Heinz von Foerster in the history of cybernetics.
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This paper aims to respond to the response pieces by Burmester (2024) and by Dindial and Voss (2024) to the original paper on “Taming wicked problems through international…
Abstract
Purpose
This paper aims to respond to the response pieces by Burmester (2024) and by Dindial and Voss (2024) to the original paper on “Taming wicked problems through international business policy: recommendations for addressing modern slavery”. Beyond engaging with the issues raised by Burmester (2024) and Dindial and Voss (2024), the follow-up helps further clarify the key difference between so-called “grand challenges” and “wicked problems” for both international business (IB) policymaking and multinational enterprise (MNE) research.
Design/methodology/approach
In response to Burmester (2024), the paper juxtaposes key literature on grand challenges and wicked problems to show the theoretical value of applying a wicked problem lens to modern slavery. In engaging with some of the issues raised by Dindial and Voss (2024), this paper further builds on the most current review papers on navigating control and coordination issues within MNEs and the literature on global value chains (GVCs).
Findings
The paper operationalises the field of IB policy of relevance to modern slavery research and proposes an augmented conceptual model of MNEs’ control and coordination mechanisms to address modern slavery under conditions of distributed responsibility in their GVCs.
Originality/value
This paper problematizes the grand challenges’ label imposed on modern slavery and leverages a wicked problem theoretical toolkit that can help better guide modern slavery’s global and multi-level governance nexus. The proposed augmented conceptual model also provides a significant attempt to address some of the key theoretical gaps in GVC and MNE control−coordination literature.
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Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely…
Abstract
Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.