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This volume explores the processes of investigating cultures of equality and sets out an epistemological framework for generating a more just and response-able knowledge. It offers a tapestry of inventive, self-reflexive, collective, and situated praxis of conducting politically informed research. Such efforts contest—or occasionally reinvent—the social and cultural worlds that we currently inhabit, in an attempt at building cultures of equality across different locations and contexts. The book engages with the idea of producing knowledge with others, indicating the political potential of scientific practice and offering a view of knowledge as a collective affective-intellectual effort. It provides an inventory of creative engagements with concepts and methodologies enabling production of socially responsible knowledges. By critically exploring new possibilities of scientific inquiry, the contributors reflect on how knowledge can be generated to serve the political agenda of movements for equality and social justice. The chapters also elucidate different conceptualisations of and approaches to who the researcher is and how they interact with cultural and social worlds.
The purpose of this edited collection is to analyse the cultural aspects of Indian organizations. As the world’s largest and most diverse democracy, Indian society can be best described as an amalgam of multiple cultures, value systems, socio-political and institutional orientations. This book offers a theoretical and empirical basis for understanding the evolving and changing nature of these aspects in Indian organizations. The World Bank predicts that in the near future India will become the world’s second largest economy. The recent high growth rates reported by businesses in the Indian economy needs to be sustainable, especially amidst its high cultural diversity. Whilst there is tremendous interest in understanding the intricacies of Indian culture and a growing literature focusing on topics such as India-specific management and internationalization strategies of Indian firms, the cultural aspects of Indian businesses have been largely ignored. This book aims to fill this gap. It covers various topics in organizational culture and management such as human resource management, cross-cultural communication and coaching, cultural similarity, cultural literacy, multiculturalism, generational cultural values, talent acquisition and knowledge management. It also features case studies from high growth sectors such as the IT and health industries. Presenting contributions from local Indian and international researchers, this book provides a multidimensional perspective that will appeal to students, scholars and practitioners interested in organizational culture and management in India.
The third edition of Investigating Culture: An Experiential Introduction to Anthropology, the highly praised innovative approach to introducing aspects of cultural anthropology to students, features a series of revisions, updates, and new material. Offers a refreshing alternative to introductory anthropology texts by challenging students to think in new ways and apply cultural learnings to their own lives Chapters explore key anthropological concepts of human culture including: language, the body, food, and time, and provide an array of cultural examples in which to examine them Incorporates new material reflecting the authors’ research in Malawi, New England, and Spain Takes account of the latest information on such topical concerns as nuclear waste, sports injuries, the World Trade Center memorial, the food pyramid, fashion trends, and electronic media Includes student exercises, selected reading and additional suggested readings
This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.
Significant advancements in methodologies and statistical techniques in cross-cultural psychological research abound, but general practice, education, and most researchers in psychology rarely use them. This leads to misinterpretations, misrepresentations, and prejudice. The authors expertly demonstrate the importance of methodological rigor to safeguard appropriate inferences about similarities and differences, particularly when methods have not been developed in the cultural contexts where they are used. The book features acculturation and identity, including contributions on remote acculturation, religiosity, and organizational contexts. It also covers individual differences and evaluates methodological progress in educational assessment, emotions, motivation, and personality. Methodological and psychometric perspectives on equivalence and bias, as well as measurement invariance in cross-cultural research, are a central theme. From study design to data interpretation, it is essential for psychology, and the social sciences in general, to adopt methods and assessment procedures that are more rigorous for culture-comparative studies.
major social, political and economic transitions, and analyzes what has been learned. It also makes wider connections with women and trade unions in Europe and management development for women in the "developing countries" of Africa and Asia.
It has been my object in the present work to investigate the problems of ethics in the light of an examination of the facts of moral life. One reason for this procedure is my desire to conduct the reader by the same path that I myself have followed in approaching ethical questions.
The movement of policy is a core feature of contemporary education reform. Many different concepts, including policy transfer, borrowing and lending, travelling, diffusion and mobility, have been deployed to study how and why policy moves across jurisdictions, scales of governance, policy sectors or organisations. However, the underlying theoretical perspectives and the foundational assumptions of different approaches to policy movement remain insufficiently discussed. To address this gap, this book places front and center questions of theory, ontology, epistemology and method related to policy movement. It explores a wide diversity of approaches to help understand the policy movement phenomena, providing a useful guide on global studies in education, as well as insights into the future of this dynamic area of work.
The objective of this study is to evaluate gender and cultural differences in the perception of male and female leaders in a feedback situation. The research is based upon considerations from a literature review in the fields of gender bias and stereotypes previously conducted. Subjects from Spain and Germany were asked to evaluate a director (male or female) in a fictive feedback situation that was described prior to a short questionnaire. The questions of the questionnaire were based on previous research and findings of the literature review. We tested if previous experience with a woman leader was related to a higher evaluation of the female leader and if there was a relationship between the previous experience with a female leader and the preference to work for a certain leader’s gender. Results from the study show that gender, culture and previous experience with a female leader had no influence on the leader’s evaluation. A discussion with possible interpretations of the findings and implication for further research follows.
This book discusses that the genre of crime fiction is suitable for the presentation of the crises, conflicts, and indeterminacies present in the plot of the selected works. This book exposes the darker side of Scandinavian countries, particularly Sweden, as the writers and works selected for the book are based on Swedish society. Though as a matter of fact, Scandinavian countries are considered to be the most egalitarian and progressive welfare societies all over the world. The present book explores how popular culture may prove to be a significant thematic approach to studying Scandinavian crime fiction (also called Nordic Noir). The Swedish authors use popular culture as a tool through which they try to convey their concerns regarding various serious issues like anti-immigration, racism, xenophobia, violence against women, the violence of human rights, crimes like the drug trade, human trafficking, etc. By assigning the central place to Sjowall and Wahloo’s Roseanna (1965), The Laughing Policeman (1968), The Terrorists (1975), Henning Mankell’s Faceless Killers (1991), Sidetracked (1995), The Fifth Women (1996), Steig Larsson’s The Girl with the Dragon Tattoo (2005), The Girl who Played with Fire (2006), and The Girl who kicked the Hornets’ Nest (2007), this book enunciates the notion of popular culture and crime fiction genre in the propagation of the socio-critical reflections of life in the welfare state. Hence, this work also analyses the plot, characters, and themes in the aforementioned works to locate the elements of popular fiction in Scandinavian crime novels by representing this genre’s ubiquitousness in the twenty-first century.