Suchergebnisse

This study has developed a tool for explaining why employees fail to speak up with regard to work related criticism; there is a hidden policy of silence that teaches employees to remain silent. This hidden policy is here designated as the "Curriculum Silentium" and is described in detail on the basis of empirical and theoretical data. After identifying a gap between the intentionally and experienced policy for employees freedom of speech in organizations I suggest that there are on-going unofficial, partially hidden learning processes in the organizations. The overall research question is; How does the Curriculum Silentium; the hidden policy of silence among employees, look like? I make an analytic construction of the hidden policy as if it were planned policy, using the didactic categories applicable to organizations. These didactic categories are: goals, content, teaching strategies and the motivation of employees. The empirical data was collected in three different organizations: an elementary school, a home for the elderly and a factory in the process industry, using qualitative methods such as interviews and observation. The theoretical foundation of the study is taken from existing theory within the field of work life research and educational science. The study is not a comparative study of the three organizations, but does involve a comparison of whether and how the Curriculum Silentium is expressed in three such different organizations. The challenge of examining hidden relationships in organizations was met through the development of guidelines for an analytical approach called a critical didactic relations analysis. The study concludes that a hidden policy of silence resembling that presented here exists in organizations where employees fail to voice working life related criticism.

Which voices, bodies and practices have expressed critical powerlessness in the face of institutional power, and who is expressing this today? What is at play, and what is the root of this powerlessness? These questions are at the core of this book. With Michel Foucault's theory of power and powerlessness as a point of departure, the contributing authors analyze and discuss the many conflicts and tension that arise when service users and patients take (or relinquish) a particular position.

Institutions and professional practitioners have used and still use traditions, theories and methods that often weaken more than strengthen service users', patients' and clients' own volition and subjectivity. The chapters are by researchers in a variety of disciplines including theology, nursing, ethics, child welfare, disability research, history, diakonia, and social work. In the context of these fields, recognizing and emphasizing people's dignity and promoting equity are explored. But both historically and at present, research and experience show that the opposite also occurs. The ethical takes place between power, powerlessness and practice. - Hvilke stemmer, kropper og praksiser har uttrykt en kritisk motmakt til institusjonenes makt, og hvem uttrykker den i dag? Hva står på spill, og hvor er motmakten forankret? Dette er spørsmål som står i sentrum for denne boken. Med utgangspunkt i Michel Foucaults teori om makt og motmakt analyserer og drøfter forfatterne i denne boka de mange spenninger og konflikter som oppstår når tjenestebrukere og pasienter tar (eller gis) en egen posisjon.

Institusjoner og profesjonsutøvere har brukt og bruker tradisjoner, teorier og metoder som ofte mer svekker enn styrker tjenestebrukeres, pasientenes og klientens egen vilje og subjektivitet. Kapitlene kommer fra forskere innen mange fagfelt, som teologi, sykepleie, etikk, barnevern, funksjonshemmingsforskning, historie, diakoni og sosialt arbeid. I disse kunnskapsområdene handler det om å anerkjenne og å styrke menneskers verdighet og fremme rettferdighet. Men både historisk og aktuelt viser forskning og erfaring at det motsatte også skjer. Det etiske utspiller seg mellom makt, motmakt og praksis.