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Guiding Change as President of the Board of Trustees: Learning from the Liminal Drama of It All
Get PDFOrganizational-culture change has been of interest to scholars and practitioners for decades, though little empirical data has contributed to our understanding of ritual transitions. By contrast, transitions for individuals, but not organizations, have been examined through the theoretical lenses of ritual process. This article builds on both literatures to explore planned change in an assisted living and nursing care community. I led an effort, as President of the Board of Trustees, to establish philanthropy as a core element of the organizational culture at a time when the long-term-care sector had become increasingly competitive. Participant observation, documentary data and discussions, along with the roles I played, resulted in this account. My term of office was marked by ambiguity, inaction, polarization, and conflict. I distinguish among three types of “liminal” or transitional periods, using van Gennep and Turner’s works as a foundation. I illustrate the relationship between liminality and the resistance and interventions that emerged within the Board and Leadership Team, drawing implications for ritual theory―particularly, liminality and social drama. The practical lessons from this experience, depicted in the Countering Resistance Model, should be helpful to other organizations and leadership groups in mitigating their own transition difficulties
Mark G.E. Kelly, Foucault’s History of Sexuality Volume I; The Will to Knowledge (Edinburgh: Edinburgh University Press, 2013), vi-ix, 1-150, ISBN 978-0-7486-4889-4.
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Legens alvor. Styring i rollespillets læringspraksis
Get PDFDenne artikel beskæftiger sig med rollespil som en læringsteknologi. Artiklen stiller skarpt på rollespil som en nuanceret styring, der søger at fremme en særlig adfærd. Der argumenteres for, at rollespillet er et eksempel på en strategisk praksis, der fungerer ved at inddrage de lærende i påvirkningen af sig selv og hinanden. Gennem et feltstudie af et træningsforløb for forældre med udadreagerende børn er rollespil som læringsteknologi undersøgt. Med et foucaultiansk magtperspektiv belyses de specifikke teknikker, der gør rollespillet til en legende praksis, for siden at tillægge det en anden alvor. Artiklen viser, hvordan rollespillet tager form i samspillet mellem instruktører og forældre og viser sig virksomt ved at inkludere forældrene i udførelsen og omdirigere deres modstand.
ENGELSK ABSTRACT:
Lotte Galløe: Imaginary Real Life. The Governed Learning of Role Playing
This paper examines role-playing as a learning technology. It focuses on role-playing, as employed in the social services, as an advanced form of governance aiming to produce a certain behavior on the part of the learners. Based on an ethnographic interpretation of Michel Foucault’s notion of power, the paper sheds light on role-playing in practice in Parent Management Training (PMTO) group sessions. Role-playing in PMTO exemplifies the use of particular techniques that shape role-playing as an imaginary game, and simultaneously ascribes it significance in real life. The article argues that role-playing’s apparent non-serious approach enables a strategic practice engaging the learners in the governing actions targeted towards shaping them as subjects. The paper shows how the techniques of enactment, instruction, and evaluation unfold by involving the parents in the performance. Finally the paper shows how resistance is rejected or adapted within the governing practice.
Keywords: role-play, Foucault, governance, PMTO, learning
”Stop – ro på – tænk!”. Normativitet og selvkontrol i statens arbejde med børn og indsatte
Get PDFArtiklen undersøger de krav til individet, der ligger i de adfærdsregulerende programmer, der bruges i så forskellige institutionelle kontekster som danske fængsler og danske børnehaver og børnehaveklasser. Det kendetegner begge felter, at der i stigende grad anvendes programmer, der har til formål at ændre eller bearbejde henholdsvis de indsatte og børnenes adfærd, tanker og selvforståelser. Det er disse nye krav vi gerne vil undersøge nærmere, både i forhold til at forstå hvad kravene til borgernes selv er, og i forhold til at vise, hvordan kravene realiseres, således er det både indhold og metoder, der er vores fokus. Ved at se nærmere på program-praksis får vi således et vindue ind til, hvad den decentrale aktivistiske stat kræver af borgernes sociale kompetencer. Dette subjekt har (selv)kontrol, sociale og emotionelle kompetencer, situationsfornemmelse og kan verbalisere deres følelser på en afmålt og afbalanceret facon. Disse mål risikere at ekskludere såvel børn som indsatte, der har vanskeligheder med at leve op til dem.
ENGELSK ABSTRACT:
Oline Pedersen and Julie Laursen: ”Stop, relax and think”: Norms and Self-Control in Working with Children and Prisoners
This article examines manual-based, behavioural programmes in institutions such as children’s day-care centres, schools and the Danish prison service. It studies the demands for the individual that are expressed in these. Despite their many differences, these institutions have at least one thing in common; the use of manual-based behavioural programmes. These programmes strive to change the prisoners’ and children’s behaviour, thoughts and self-understandings by teaching them pro-social skills and verbalisation of emotions. By examining these aims in practice, we are able to point to some wider implications and more general trends including the emphasis placed on the importance of self-control, emotional and social competencies, and the importance of a good sense of propriety and not the least the ability to objectify one’s emotions. We argue that there is a risk of excluding both children and prisoners who fail to live up to these many-facetted and subtle goals.
Keywords: children, prisoners, manual-based programs, verbalisation and objectification of emotions, pro-social skills
