Overview in Critical and Cultural Organizational Communication

Author(s):  
Majia Nadesan

In 2009, one of the most powerful executives in the world, Goldman Sach’s CEO Lloyd Blankfein, asserted that his firm was “doing God’s work.” This comment was made in the wake of the worst financial crisis since the 1930s, a crisis that Goldman Sachs and other U.S. and European investment banks played important roles in creating. The comment’s audacity did not escape notice, raising eyebrows even in the mainstream news media given its historical situatedness at the tail end of the crisis. Although Blankfein’s comment was coded negatively in the cultural consciousness, it was also represented as iconic of the culture of Wall Street’s “Masters of the Universe,” as referred to in the popular vernacular. Blankfein’s comment is deployed to illustrate the conceptual models and methodologies of those fields of study known as critical and cultural organizational communication research. These closely coupled but distinct fields of study will be delimited with special attention to their objects of investigation and methodological deployments using this example. Cultural and critical organizational communication represent closely coupled fields of study defined primarily by their phenomena or objects of study—organizational communications. Scholarship maps and analyzes communications to understand how organizations are constituted through communications that decide organizational policies, programs, practices, and values. Typically, organizational communications include all formal and informal signifying systems produced by members of the particular organization under investigation. Cultural approaches to organizational communication emphasize how these communications produce meaning and experience, while critical approaches address the systemic and historically sedimented power relations that are inscribed and reproduced through organizational communication signifying systems. Organizational communication scholarship from a cultural approach would ordinarily seek to represent the organizational culture primarily using ethnographic methods aimed at disclosing an organization’s employee articulations, rituals, performances, and other circulations of symbol systems in the course of workaday life. However, the challenges to accessing Goldman Sach’s hallow grounds might defeat even the most intrepid ethnographer. Lacking direct access to the day-to-day practices and experiences of investment bankers, challenges of access to work-a-day spaces have encouraged researchers to adopt rhetorical and/or discourse analytical methods to understand the culture as represented in available cultural texts, such as internal communications, press announcements, available corporate policies, shareholder reports, and so on. Ethnographies of communication and rhetorical/discourse analysis together represent the primary nonfunctionalist methodologies commonly used to study how organizational meanings are produced, disseminated, and transformed. Across disciplines, organizational cultural analysis, particularly when pursued ethnographically, is typically rooted in an interpretive tradition known as verstehen, which understands meaning as agentively produced through a temporally emergent fusion of subjective horizons. Culture is therefore regarded as emergent and is believed to be actively constructed by its interlocutors, who are afforded great agency within the tradition of verstehen. The emergent aspects of culture are fertile and seed subcultures that produce novel cultural performances as members delineate symbolic boundaries. Power is regarded by this tradition as largely visible to the everyday interpretive gaze, although admittedly fixed in institutions by rules, roles, and norms. The relatively visible character of institutional power hierarchies is believed to beget open conflict when disagreement exists over the legitimacy of power relations. Power is believed to circulate visibly and is thus subject to re-negotiation. This emergent and negotiated social ontology encourages researchers to adopt a pluralist view of power and a more relativistic approach to evaluating the social implications of specific organizational cultures. However, the Blankfein example raises complex moral questions about organizational cultures. Does everyone at Goldman Sachs really think they are doing God’s work? If they do, what does that actually mean, and is it a good thing for society given the firm’s demonstrable appetite for risk? More deeply, what are the conditions of possibility for the CEO of one of the world’s most powerful organizations saying that his firm is pursuing God’s work? Critical organizational communication adopts the methods of verstehen, in addition to methods from other critical traditions, but interjects ethical interrogation of systemic inequities in access to power and resources that are found across many social institutions and are deeply embedded historically. For example, a critical scholar might interrogate whether Goldman Sach’s cultural exceptionalism is found across the financial sector’s elite organizations and then seek to explore the roots of this exceptionalism in historical event and power trajectories. The critical scholar might address the systemic effects of a risk-seeking culture that is rooted in the collective belief it is doing God’s work. Critical organizational communication research seeks to understand how organizational communications naturalize or reify particular organizational interests, elevating them above the interests of other stakeholders who are consequently denied equitable opportunities for agency. Cultural and critical organizational communication studies have prioritized various discourse-based methodologies over the last 20 or so years. The challenges with ethnographic access may have helped drive this shift, which has been decried by those who see discourse analysis as too disconnected from the daily performances and meaning-makings of organizational members. However, the primary challenge facing these fields of study is the one long recognized as the “container metaphor” (Smith & Turner, 1995). The study of organizational communication too often represents its field of study as a self-contained syntagm—a closed signifying system—that too narrowly delimits boundaries of investigation to communications produced in and by particular organizational members with less examination of the material and symbolic embeddedness of those organizational communications within a wider social milieu of networked systems and historically embedded social structures. In essence, organizational communication has struggled to embed its observations of discrete communications/practices within more encompassing and/or networked social systems and structures.

2018 ◽  
Vol 22 (1) ◽  
Author(s):  
Tamires Regina Zortéa ◽  
Cláudia Herte de Moraes

O artigo estuda as relações de poder entre professores e alunos no episódio Presidente por Acidente do seriado Os Simpsons. O objetivo foi analisar os discursos dos personagens do desenho e foi empregada a perspectiva teórico-metodológica Análise de Discurso. Como resultado é possível perceber que não foram encontradas tantas marcas discursivas de mando e obrigação quanto de controle e persuasão. Palavras-Chave: Desenho animado; Os Simpsons; Poder; Análise de Discurso; Formações Discursivas. Relaciones de poder entre profesores y alumnos: un análisis del discurso del episodio Presidente por Accidente de Los SimpsonsResumen: El artículo presenta el estudio de las relaciones de poder entre profesores y alumnos en el episodio Presidente por Accidente de la serie Los Simpsons. Se analizaron los discursos de los personajes y empleada la perspectiva teórico-metodológica Análisis de Discurso. Como resultado, es posible percibir que las marcas discursivas de control y persuasión fueron más recurrentes que de mando y obligación.Palabras clave: Dibujos animados; Los Simpsons; De potencia; Análisis del Discurso; Formaciones discursivas. Power relations between teachers and students: an analysis of the speech of the President for Accident of The SimpsonsAbstract: The article presents the study of the power relations between teachers and students in the episode President Accident of the series The Simpsons. We analyzed the discourses of the characters and employed the theoretical-methodological perspective Discourse Analysis. As a result, it is possible to perceive that the discursive marks of control and persuasion were more recurrent than of command and obligation.Keywords: Cartoons; The Simpsons; Power; Discourse Analysis; Discursive formations.


2017 ◽  
Author(s):  
◽  
Jenna Kammer

[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Technology in universities is constantly changing. Universities often use models of shared governance to make decisions about what these changes should be. However, existing relations of power may play a role in the discourse created during events of technological change. This study looks at power embedded in discussions about technology. It investigates power relations as evident in the discourse created by several public, land-grant universities who participated in selecting a new learning management system (LMS) for the university. Using critical discourse analysis, language from websites, correspondence, open forums and vendor meetings are analyzed from four different land-grant universities for evidence of existing power relations. Keywords: Technological change, shared governance, power relations, critical discourse analysis, learning management system


Author(s):  
Jenna N. Hanchey

Scholars recognize that both nongovernmental organizations (NGOs) and non-Western organizational logics harbor the potential to reconfigure fundamental assumptions of organizational research. Drawing from such work, I argue that we must reconceptualize ‘resistance' in organizational communication scholarship by destabilizing its Western-centric assumptions and logics. I do so by engaging in a postcolonial analysis of scholarship on international NGOs, and drawing out typical assumptions of organizational communication work that do not hold under all cultural conditions, or that are imperialistic in nature. Answering calls to center alternative forms of organizing and to draw deeper relations between critical intercultural and organizational communication research, this study asks scholars to resist typical theorizations of ‘resistance,' and decolonize organizational theory.


2017 ◽  
Vol 31 (3) ◽  
pp. 447-466 ◽  
Author(s):  
Elizabeth D. Wilhoit

In this article, I introduce photo and video methods (PVM) to organizational communication. PVM have rarely been used in organizational communication research but offer advantages through providing a shared anchor around which researchers and participants can communicate, adding meaning through the framing and act of taking pictures or videos, and incorporating more senses. These additions to the research process offer new ways for participants and researchers to communicate. I detail two specific methods (photo-elicitation interviews and participant viewpoint ethnography) to illustrate some of the advantages of PVM relative to other methods. Through these examples, my goal is to inspire other scholars to see where PVM might be applicable to their research, adding differently supported theorizing to organizational communication.


2018 ◽  
Author(s):  
RUMINTANG

Abstract This paper presents a research of critical discourse analysis (critical discourse analysis / CDA), a new school of discourse analysis that examines power relations and inequality in the language. CDA explicitly aims to incorporate the theoretical-social study into discourse analysis and encourage social commitment and interventionism into research. The main programmatic features and aspects of the CDA study are discussed, with an emphasis on efforts towards theorizing by one of Leading academics CDA, Norman Fairclough. Other parts of reviewing the origins and development of disciplines CDA, also mentioned some recent criticism appeared and put the CDA on the broader picture of a new critical paradigm that evolved in a number of (sub) discipline-oriented language. In this critical paradigm, topics such as ideology, inequality, and power are the main issues, and many academics are productively seeking to incorporate theoretical-social study into language studies.


2020 ◽  
Vol 2 (1) ◽  
pp. 26-40
Author(s):  
Nayab Iqbal ◽  
Kaukab Abid Azhar ◽  
Zubair Ahmed Shah

The paper aims at studying the ways power and inequality are enacted in a Pakistani talk show aired on Capital TV on 14th August 2019. The research primarily focused on analyzing turn-taking patterns of the discussion held between the host of the program and three guests. The analysis revealed the unequal distribution of turns implying the unequal distribution of power between the host and guests as well as between the guests. The host of the program through her discourse asserted power as she was the one to control the topic of discussion throughout the program. Her power can be attributed to the power of media. Besides, one of the guest speakers, Jawwad asserted his power through his knowledge. The female speaker did not have enough representation and was not given enough chance to share her views, therefore, it can be concluded that gender was another element that played an important part in forming the power relations in the discussion that was observed.Keywords: Critical Discourse Analysis, Discourse Power Relations, Media Discourse and Talk Shows, Turn-taking


2021 ◽  
Author(s):  
◽  
Upendo Paul Biswalo

<p>This thesis explores intercultural communicative competence (ICC) (that is ability to interact and communicate across cultures) from the perspectives of six teachers of English in the three secondary schools in the Dodoma Municipality in Tanzania. It also explores colonial legacies and power relations surrounding the constructions of English language teaching (ELT) practices in Tanzania.  The study is underpinned by postcolonial theory and Southern theory as theoretical approaches, and uses Foucauldian discourse analysis as the methodological framework. Tanzania inherited the British colonial system after independence and, therefore, postcolonial theory in this study is used to identify the effects of colonialism, particularly in ELT practices in Tanzania. Postcolonial theory provides a framework for understanding the complex context in which the research took place. English, which was imposed on Tanzania during the colonial period, is now both a compulsory subject and the medium of instruction (the MOI) in secondary education. Foucauldian discourse analysis is employed in this study as a methodological approach for exploring and analysing the concept of power relations surrounding ELT practices in Tanzania. As a theoretical tool, Foucauldian discourse analysis is useful because it provided me with a lens to understand the complexities of power relations within ELT practices in Tanzania. Southern theory is employed to extend current understandings of ICC and to suggest ways of making ICC more responsive to Southern contexts.  This post-structural and postcolonial work involved two phases of data collection and analysis. In phase one, I analysed the government documents― the policy and the syllabus― while in phase two the data from semi-structured interviews and stimulated recall with teachers, and my reflective diary were analysed. The findings indicate that despite its important role in effective communication and interaction in this global age, teachers who participated in this study seemed to be unaware of ICC. Secondly, the findings reveal some evidence of colonial legacies which were inherent in ELT practices in English language classrooms in Tanzania. Thirdly, the thesis reveals the discursive effects of the Ministry of Education’s power in shaping the ELT curriculum in Tanzania. This results in the generation of multiple and complex subjectivities for teachers. Finally, the study demonstrates the ways in which Western theories need to be re-read and extended through postcolonial theory in order to understand ELT in Southern contexts.  The thesis generates and contributes knowledge to the area of ELT in secondary schools in Tanzania by emphasising the importance of students gaining ICC for effective global interaction and communication. It also presents a unique contribution to the scholarship of ICC by proposing Southern theory to explore how people in the Southern contexts, such as Tanzania, interact across cultures. Lastly, the study contributes to the theoretical and methodological frameworks in the studies of ELT in non-Western contexts. A combined approach that uses Foucauldian analysis as well as postcolonial theory is unusual in this field. The study also has implications for teachers and policy makers for the development of both teachers’ and learners’ ICC for effective communication and interaction with other speakers of English globally.</p>


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