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Fieldwork in a Hall of Mirrors: An Anthropology of Anthropology in Business
Get PDFAn increasing number of anthropology graduates find employment in business organisations, often as culture experts or consultants drawing on ethnographic methods. In this paper I will use my fieldwork experience in the Human Resource Department of Bang & Olufsen to explore the borders and crossovers between anthropological research and anthropological consultancy. Fieldwork took place among human resource consultants (some of them with an anthropological background) who worked for business, i.e. who used ethnographic methods and worked on identifying, describing and communicating the fundamental corporate values, or, as it were, the ’corporate religion’ of the company. How does it affect research stratagems and methodology when the HR employees are in a clear sense both participants in and observers of their own social reality? Is it at all feasible or possible to maintain a distinction between ethnographer and consultant, participant observers and observing participants? Although the distinction between ethnographer and employee cannot be drawn easily, I want to argue that the fact that it is impossible to maintain a watertight separation does not imply that we should abandon the attempt to make the distinction. Being aware of the similarities and overlaps as well as acknowledging the differences is a crucial part of the anthropological methodology
Socialrealisme – et nyt perspektiv på viden
Get PDF’Socialrealisme’ kendes bedst som en kunstnerisk udtryksform, men i denne artikel
introduceres ’socialrealisme’ som en nyere uddannelsessociologisk retning.
Teoretikere som Rob Moore, Karl Maton, Johan Muller, Michael. F.D.
Young og John Beck har været toneangivende i udviklingen af denne tænkning,
der tog sit afsæt i slutningen af 1990’erne, hvor en fælles bestræbelse
og et særligt fokus har været at sætte et nyt og forstærket perspektiv på viden.
Denne udviklingsretning benævnes i artiklen som social-realisme-skolen
(SRS). I formuleringen af en videnskabelig position har SRS forsøgt at overkomme,
hvad den kalder ’det epistemologiske dilemma’, hvilket vil sige at
bryde den falske dikotomi mellem positivistiske og relativistiske positioner.
SRS hævder, at især konstruktivistiske strømninger har ført til en relativisering
af vidensbegrebet, der har været med til at fortrænge viden som et selvstændigt
objekt i uddannelsessociologisk forskning.
I artiklen præsenteres realismetænkningens grundlæggende teoretiske forankringspunkter,
argumentationer og kritikker inden for det socialvidenskabelige
område. Herfra redegøres for, hvordan SRS som uddannelsessociologi har
udviklet og udfoldet tænkningen med særlig fokus på problematikker i vidensproduktion
og reproduktion i uddannelsesverdenen. De centrale problematikker,
som førende socialrealister inden for uddannelsesverdenen refererer til, såsom
’det epistemologiske dilemma’ og’ emergente egenskaber’, herunder struktur-
aktørforholdet, uddybes gennem inddragelse af teoretikere, som SRS læner
sig op ad, primært R. Bhaskar, J. Alexander, M. Archer og B. Bernstein. Gennem
to afsluttede curriculumstudier fra uddannelsesverdenen vises, hvordan analytiske
begreber grundet i SRS kan anvendes i curriculumforskningen til at fremanalysere
vidensstrukturer. Afslutningsvis diskuteres også kritik af socialrealismen
med henblik på at nuancere diskussionen og dermed indkredse, hvad der
generelt kan være socialrealismens nye bidrag i uddannelsesforskningen.
ENGELSK ABSTRACT
Verner Larsen: Social realism as a new perspective on knowledge
Social realism is a relatively new direction in educational sociology. Its mission
has been to establish a new focus on knowledge in educational research.
Social realism argues that perspectives such as constructivism have led to an
over-emphasis on the concepts of ‘learning’ and ‘competence’, which in turn
have obscured viewing knowledge as an independent object. According to social
realists, this emphasis on concepts of learning and competence has removed
focus from the development of theories and concepts of knowledge that
otherwise would have been able to differentiate ‘learning’ from ‘competence’.
This article presents the basic ideas of social realism, its theoretical roots, and
main arguments. In order to nuance the discussion, the article also includes
some criticism of social realism, thereby identifying the new contributions of
social realism to educational research. It also presents some analytical tools
developed on basis of social realism that can be used in educational sociology.
This is done by an analysis of curriculums from two Danish professional
educations.
Keywords: Social realism, Critical realism, educational sociology
Alma møder den danske virkelighed
Get PDFProfessionshøjskolerne UCC og Metropol skiftede i august 2017 bibliotekssystem og discovery-platform. Skiftet til det nye system er på mange måder kontroversielt, da det valgte system er forholdsvis uprøvet blandt danske biblioteker
The Behavioral Perspective on Pay What You Want Pricing*
Get PDF* Comment on Egbert, Henrik, “Pay-What-You-Want Pricing,” in this issue
