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Philosophers and political theorists have long warned of the “perils of dogmatism” for public discourse and identified intellectual humility as a necessary corrective. Sufficient intellectual humility encompasses at least four elements: openness to error, recognition of bias, recognition of intellectual parity in interlocutors, and avoidance of recourse to authority. Religions seem to present obstacles on all four fronts, particularly when actors embody more conservative renderings of a given religion’s repertoire. As such, a case involving different groups of religious exclusivists engaging one another on topics that directly interact their deepest faith commitments and political visions presents a useful test case for our theories of intellectual humility. This chapter considers conservative protestants engaging in public discourse with Muslims about whether or not Muslim and Christian understandings of “loving God” and “loving neighbor” have sufficient overlap to support political cooperation. The results of the dialogue effort were a mixture of controversy and cooperation. For evangelicals, the engagement produced sharp conflict and yet helped to shift the community’s plausibility structures, opening further the possibility of fruitful public discourse and strategic action in cooperation with Muslims. The analysis suggests a conceptualization of practical intellectual humility that emphasizes recognition of the other.

Human resource development (HRD) research and practice mostly have focused on performance improvement although HRD fundamentally pursues human development as a whole. The purpose of this study is to conceptualize meaningful work in the context of HRD and provide implications for HRD research and practice.

This study reviewed the literature on topics such as meaningful work, the meaning of work, workplace spirituality, the value of work and work as a calling, to understand the concept of meaningful work. In addition, this study reviewed existing studies on meaningful work in HRD journals to investigate the current status of meaningful work research within the field of HRD. This study reviewed the related literature such as meaningful work, the meaning of work, workplace spirituality, the value of work and work as a calling, to understand the concept of meaningful work. In addition, this study reviewed the existing studies on meaningful work in HRD journals to investigate the current status of meaningful work research in HRD.

The findings of this study identified three main themes in conceptualizing meaningful work, namely, positivity; significance and purpose; and human fulfillment. The authors also suggest that the meaningful work discourse in HRD expands a research boundary of HRD and enables a holistic approach to HRD research and practice.

For future research, the authors recommend that HRD research deepens its understanding of meaningful work and its related concepts. They also recommend studies pursuing empirical evidence to reveal the significance of meaningful work.

Given the limited studies on meaningful work in HRD and a lack of understanding of meaningful work, this study proposes a comprehensive understanding of meaningful work, especially within the HRD context. This study also suggests a holistic approach to HRD by stressing a humanistic perspective beyond the performance-oriented HRD.

The purpose of this paper is to explore the enabling role of accounting and reporting practices as discourses about sustainability unfold inside organizations. In particular, the authors investigate how managers attempt to connect the concept of “sustainability” to their specific experience, as they seek to make sustainability meaningful (i.e. filling it with unfolding meaning) through accounting and within particular discursive spaces.

The authors rely upon the case of LOGIC, a large international oil and gas company operating in more than 70 countries worldwide. The authors analyze the evolution of discourses concerning sustainability inside the company, as well as the changing accounting and reporting practices, with a particular focus on integrated reporting.

The authors show that accounting and reporting practices (such as integrated reporting within LOGIC) provide the conditions for “sustainability”—as a discursive concept—to become meaningful, while evolving themselves as they are attached to this concept. They do so by enabling individuals (the management team within LOGIC) to connect their diverse experiences and aspirations to the concept of sustainability. Rather than filling sustainability with stable meaning, the authors observed that individuals are attracted by the gaps left by accounting representations, leading to the development of new practices and unfolding meanings within specific discursive spaces.

Most of the literature on sustainability accounting and reporting practices concentrate on the need for these practices to mirror what companies do about sustainability. Differently, the authors add to the very few studies on “aspirational” reporting that have emphasized the enabling effects of the gap between what companies say and do about sustainability. The authors do so by demonstrating that accounting is “aspirational” not only because it stimulates corporate efforts toward an imaginary better future, but also because it attracts managers’ particular aspirations through its representational gap. The authors show that this gap enables meaningful connections between individuals (their particular experience and aspirations) and “sustainability,” bringing this concept into their specific discursive space and, thereby, leading to the emergence of new practices.

This article presents a case study of Kelly, a third-grade teacher enrolled in a literacy leadership course within a Master of Reading program. In this course, practicing teachers completed an assignment in which they implemented a literacy coaching cycle with a colleague, video-recorded their interaction, and conducted critical discourse analysis (CDA) of the interaction. The authors explore how engaging in CDA influenced Kelly's enactment of professional identities as she prepared to be a literacy leader.

Data presented in this article are taken from a larger study of four white, middle-class teachers enrolled in the course. Data sources included the students' final paper and semistructured interviews. The researchers used qualitative coding methods to analyze all data sources, identify prominent themes, and select Kelly as a focal participant for further analysis.

Findings indicate that Kelly's confidence as a literacy leader grew after participating in the coaching cycle and conducting CDA. Through CDA, Kelly explored how prominent discourses of teaching and learning, particularly those relating to novice and expert status, influenced Kelly in-the-moment coaching interactions.

Previous literacy coaching research suggests that literacy coaches need professional learning opportunities that support a deep understanding of coaching stances and discursive moves to effectively support teachers. The current study suggests that CDA may be one promising method for engaging literacy coaches in such work because it allows coaches to gain understandings about how discourses of teaching and learning function within coaching interactions.

This chapter explicates the theoretical basis and contribution of poststructuralism to the study of strategy and strategic management. More specifically, it focuses upon Foucauldian analysis which is contrasted to rationalist and interpretivist studies. Foucauldian analysis is not regarded as a corrective but as an addition to these established approaches to studying strategy. Notably, Foucault's work draws attention to how discourse constitutes, disciplines and legitimizes particular forms of executive identity (‘strategists’) and management practice (‘strategizing’). We highlight how Foucault's poststructuralist thinking points to unexplored performative effects of rationalist and interpretivist studies of strategy. Foucault is insistent upon the indivisibility of knowledge and power, where relations of power within organizations, and in academia, are understood to rely upon, but also operate to maintain and transform, particular ‘discourses of truth’ such as the discourses of ‘shareholder value’ and ‘objectivity’. Discourse, in Foucauldian analysis, is not a more or less imperfect, or ineffective, means of representing objects such as strategy. Rather, it is performative in, for example, producing the widely taken-or-granted truth that ‘organization’ is separate from ‘environment’. In turn, the production of this distinction is seen to enable and sanction particular and, arguably, predatory forms of knowledge, in which the formulation and application of strategy is represented as neutral, mirror-like and/or functional.

The purpose of this study was to examine teacher decisions surrounding opportunities for student voice, experiences and beliefs in digital classroom communities. The teachers’ decisions reflect monologic rather than dialogic teacher pedagogies which prompted the authors to ask the following question: What led to these teacher-centered practices in digital environments?

Authoritative discourses in school policies and a missing connection between critical pedagogies and teachers’ technology practices are examined in light of teachers’ decisions to engage in monologic and/or dialogic teaching practices. The authors propose professional development and research that emphasize pedagogy that supports student voice as foundational to practices involving digital literacies.

Examination of the teachers’ decisions showed monologic practices void of student opportunities to critically engage in digital environments. Dominant discourses imposed through protectionist and digital citizenship policies of schools as well as lack of opportunity through professional development to connect critical pedagogy to technology impacted the teachers’ decisions.

Current research surrounding teachers’ digital literacies uses the TPACK framework to examine technology integration practices. Missing is a critical component that addresses and works to dismantle the dominant discourses and power structures in digital communities (Author, 2018). The authors build on research in critical digital literacies to argue for adding the critical missing “C” into the TPACK framework (C-TPACK) to move researchers and educators to consider pedagogies that examine ideologies at work in digital communities to provide opportunities for student voice.

This chapter explores how robots can be used to design science, technology, engineering and mathematics (STEM) learning that is inclusive and engaging for adolescents with autism spectrum disorder (ASD). The importance of purposefully designed and problematic learning experiences is explored along with an examination of the role and function of meaningful discursive situations and inclusive contexts for learning. The goal of the chapter is to provide a context for readers interested in integrating the use of robots with adolescents with ASD, but it is also of use to those more broadly interested in the use of robots as learning tools. Recommendations for successful use are provided along with a discussion of how to start. This chapter is of interest to K-12 educators and others interested in the use of robots to create opportunities for students to understand the nature of doing STEM in an inclusive environment.

To examine the post 9/11 communication of the bond‐trading firm, Cantor Fitzgerald and its CEO Howard Lutnick, according to the discourse of renewal framework.

This case‐study of the discourse of renewal draws upon the messages and statements made by the company and its employees following the 9/11 attacks. The discourse of renewal framework emphasizes provisional responses, prospective statements, and the role of the leader as a symbol of stability in the face of a crisis.

This study provides support for viewing crisis as change‐inducing events with the potential to fundamentally alter the form, structure and direction of an organization. Renewal discourse helped the company survive an attack where over 600 employees were killed and the company offices completely destroyed. While a crisis inevitably create severe harm, it also has the potential to serve as a renewing force for the organization.

Few examples of post‐crisis discourse of renewal have been examined in the literature and more research is needed. Work needs to identify the conditions necessary for this kind of discourse.

Organizations may have the opportunity to fundamentally reframe a crisis, focusing on the opportunities that arise from these events.

This paper explores both organizational crisis and organizational discourse from unique positions. Discourse is positioned as the means whereby crisis can become a positive force for change

Engages with the call for more case study research and provides an example of a methodology informed by a Habermasian approach. Seeks to clarify the methodology and the methods adopted and provides an example of “middle range” thinking (Laughlin, 1995). Extends the insights provided by Laughlin (1987) in his argument for the adoption of critical theory and can be seen as entering into a discourse with this earlier work. Located in the context of an ongoing programme of research in the UK public sector, seeks to provide an exemplar of the application of a Habermasian discourse‐based approach, as well as providing an analysis of the strengths and weaknesses of the approach in practice. In the spirit of “middle range” thinking appears to use the frameworks provided as a foundation from which to commence the research process, yet use the experiences gained in undertaking the research as a way to develop the frameworks themselves.

A discourse analysis of the cognitive viewpoint in library and information science identifies seven discursive strategies which constitute information as a commodity, and persons as surveyable information consumers, within market economy conditions. These strategies are: (a) universality of theory, (b) referentiality and reification of ‘images’, (c) internalisation of representations, (d) radical individualism and erasure of the social dimension of theory, (e) insistence upon knowledge, (f) constitution of the information scientist as an expert in image negotiation, and (g) instrumental reason, ruled by efficiency, standardisation, predictability, and determination of effects. The discourse is guided throughout by a yearning for natural‐scientific theory. The effect of the cognitive viewpoint's discursive strategy is to enable knowledge acquisition of information processes only when users' and generators' ‘images’ are constituted as objectively given natural‐scientific entities, and to disable knowledge of the same processes when considered as products of social practices. By its constitution of users as free creators of images, of the information scientist as an expert in image interpretation and delivery, and of databases as repositories of unmediated models of the world, the cognitive viewpoint performs ideological labour for modern capitalist image markets.