Relational Approaches to Educational Administration Research

2020 ◽  
Author(s):  
Scott Eacott
Keyword(s):  
Educational Administration ◽  
Social World ◽  
Organizational Studies ◽  
Leadership And Management ◽  
Alternate Version ◽  
The Social ◽  
The Common ◽  
Leadership Research ◽  
Knowledge Claims

Well-rehearsed arguments have stressed that organizations and organizing are relational. With a transdisciplinary “relational turn” underway, particularly in closely related disciplines such as sociology, organizational studies, leadership, and management, it is not surprising to see an increasing number of educational administration and leadership literatures align with relations. However, this uncritical adoption of the importance of relations is problematic for research. Not all uses of the label “relational” are the same. For some, relational is applied as an adjective to advocate for a particular version of leadership or organizing. Others employ the term to describe an approach to understanding the co-determination of organizational activities and outcomes. Unlike the normative position underlying the adjectival use, the co-determinist is a variable-based approach with greater attention to measurement. Conflationism brings together two entities previous thought of as separate to offer an alternate version of relationalism. A fourth category offers a methodology and theoretical resources for understanding the social world. Each of the four forms can claim to be relational. The distinctions among the forms have implications for what they offer educational administration and leadership research. The adjectival form is limited to advocating for a particular version of how to do things and is based on the common-sense argument that having positive relationships is a good thing. Co-determinism provides a framework for analyzing organizations and organizing and manipulating what are perceived as malleable pieces to maximize performance. Conflationism seeks to highlight the interwoven nature of what have traditionally been thought of as separate parts of a whole. The relational offers a way of thinking through relations with the social world and how these relations are both shaped by and shaping of organizing activity. Consistent with a focus on relations, the relevance and significance of relational research is not in having a single right version but in understanding knowledge claims in relation to alternatives and thinking through the implications for educational administration and leadership.

scholarly journals Co to znaczy być artystą/artystką?

2017 ◽  
Vol 61 (1) ◽  
pp. 71-99
Author(s):  
Marek Krajewski ◽  
Filip Schmidt
Keyword(s):  
Visual Arts ◽  
Visual Art ◽  
Fine Arts ◽  
Nationwide Survey ◽  
Social World ◽  
Decision Makers ◽  
The Social ◽  
The Common ◽  
Artistic Career ◽  
Depth Interviews

Who is an artist? Questions over how to define this role divided the makers of the project The Invisible Visual: Visual Art in Poland—Its State, Role, and Significance. The authors’ sources of data were the results of a nationwide survey, a survey of graduates of the Polish Academy of Fine Arts in the years 1975–2011, and in-depth interviews with seventy individuals in the field of visual arts. The authors were able to establish, first, that persons working in the art field give different definitions from those beyond its bounds; second, that artists, decision-makers, curators, and critics try to defend the sense and autonomy of their activities against ways of thinking and acting that are typical of other areas of the social world (while they are themselves engaged in disputes over who has a right to call him- or herself an artist and what is and isn’t good art); and third, being an artist is marked by a difficult-to-cross boundary, as is shown by the common necessity of supplementing artistic work by other sources of income and the high risk of failure in an artistic career.

scholarly journals Putting graphic elicitation into practice: tools and typologies for the use of participant-led diagrams in qualitative research interviews

2018 ◽  
Vol 19 (5) ◽  
pp. 506-523 ◽  
Author(s):  
Alison Bravington ◽  
Nigel King
Keyword(s):  
Qualitative Data ◽  
Research Study ◽  
Research Question ◽  
Social World ◽  
Visual Methods ◽  
Common Elements ◽  
The Social ◽  
Research Interviews ◽  
The Common ◽  
Year 2000

The use of diagrams to stimulate dialogue in research interviews, a technique known as graphic elicitation, has burgeoned since the year 2000. Reviews of the graphic elicitation literature have relied on the inconsistent terminology currently used to index visual methods, and have so far drawn only a partial picture of their use. Individual diagrams are seen as stand-alone tools, often linked to particular disciplines, rather than as images created from a toolbox of common elements which can be customized to suit a research study. There is a need to examine participant-led diagramming with a view to matching the common elements of diagrams with the objectives of a research project. This article aims to provide an overview of diagramming techniques used in qualitative data collection with individual participants, to relate the features of diagrams to the aspects of the social world they represent, and to suggest how to choose a technique to suit a research question.

The Culture of the Group and Groups from Different Cultures

2003 ◽  
Vol 36 (2) ◽  
pp. 253-268 ◽  
Author(s):  
Haim Weinberg
Keyword(s):  
Social Identity ◽  
Binocular Vision ◽  
Social World ◽  
Common Values ◽  
The Social ◽  
Social Unconscious ◽  
The Common ◽  
The Individual ◽  
Different Cultures ◽  
Large Groups

Culture and groups are intertwined. Culture is essential in crystallizing our social identity and provides the common understandings that allow the social world to have a meaning. Culture is constituted from many groups that have common values. The social unconscious of a certain culture is reflected in groups, especially in large groups. This paper explores different aspects of the social unconscious and describes how the individual and the group/society always coexist. The concept of the binocular vision is used to integrate between two approaches to the social unconscious. Groups from different cultures and their unique features are described and entering a group is analyzed as a kind of immigration to a new culture.

scholarly journals The Axiological Structure in Psychosis

2021 ◽  
Author(s):  
Francisco Martín-Murcia ◽  
Adolfo J. Cangas
Keyword(s):  
Common Sense ◽  
Negative Symptoms ◽  
Social World ◽  
Way Of Life ◽  
Structural Modifications ◽  
The Social ◽  
The World ◽  
Phenomenological Perspective ◽  
The Common ◽  
Therapeutic Possibilities

In this chapter the value structure will be described as one of the essential existential foundations from a phenomenological perspective. Psychosis could be understood as the result of structural modifications of the self in anchoring the lifeworld. These modifications would mainly be due to failure in the construction of intersubjectivity and therefore of the common sense or basic intuitive tuning of the social world. This failure precisely involves the axiological component of psychotic being-in-the-world, so its description will be emphasized, along with its peculiarities and similarities to other ways of functioning of this axis of values, both adapted and pathological. This approach will be observed in terms of its therapeutic possibilities for the improvement and removal of the so-called negative symptoms. These are the warhorse for true recovery, understood as a personal and unique process for the clarification, development, adjustment of attitudes and values, affectivity and skills in social roles that can lead to a satisfactory and hopeful way of life. Those interventions that try to create a new existential situation or being-in-the-world will be described.

Speech in Action: Victorian Philology and the Uprooting of Language

2018 ◽  
pp. 139-162
Author(s):  
Philipp Erchinger
Keyword(s):  
Social World ◽  
Scientific Texts ◽  
Human Speech ◽  
Origin And Evolution ◽  
Creative Power ◽  
Key Points ◽  
The Social ◽  
Material Practice ◽  
Max Müller ◽  
The Common

This chapter is concerned with the use of language, the common medium through which both literary and scientific texts come into the social world. Charting key points of contest in the Victorian debate about the origin and evolution of human speech, the chapter focuses on the contributions of F. Max Müller and Edward B. Tylor in particular. It argues that, in Müller’s work, the very attempt to demonstrate that there is a quasi-divine reason at the “root” of each word makes his writing develop a poetical logic that tends to outgrow the theoretical foundation it is supposed to be built upon. In this way, Müller’s lectures intimate, even though they do not say it, that the logic of language inheres in the multiple ways in which it is used, rather than dwelling in a place or “root” outside of them. As a result, Müller’s work not only enacts its own theory about the creative power of metaphor; it also aligns itself, unwittingly, with the philosophy of Edward B. Tylor whose attempts to reconcile the ideal meaning of words with the material practice of gesturing and drawing seem otherwise to deviate sharply from Müller’s approach.

scholarly journals Axiological Foundations of Social Pedagogy: Search Areas

2021 ◽  
Vol 13 (4) ◽  
pp. 35-43
Author(s):  
Mariusz Cichosz
Keyword(s):  
Social Sciences ◽  
Subject Matter ◽  
Social Life ◽  
Common Good ◽  
Social World ◽  
Social Pedagogy ◽  
The Social ◽  
The Subject ◽  
The Common ◽  
Related Mode

The issue of values is of key importance in social sciences and thus in pedagogy. The process of education is strongly embedded and makes references to such aspects as models, templates and standards. In turn, they are interpreted axiologically and always receive the axiological interpretation. Every pedagogical sub-discipline tackles this issue in a specific and aspect-related mode. For social pedagogy, apart from the traditional cognitive and interpretative areas, such as the adopted concepts of man and social life, the area and the subject matter of principles on the basis of which the social world should be/ could be transformed is also of great importance. One of such principles is the principle of the common good. One may ask: to which traditions does social pedagogy refer in this respect, how does it interpret this principle and what are the present-day challenges related to it?

Studying identity in social psychology

2003 ◽  
Vol 2 (2) ◽  
pp. 225-241 ◽  
Author(s):  
Xénia Chryssochoou
Keyword(s):  
Social Psychology ◽  
Social World ◽  
Social Representation ◽  
Social Recognition ◽  
Social Psychological ◽  
The Social ◽  
Cyclical Process ◽  
The Individual ◽  
The Relationship ◽  
Knowledge Claims

The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.

scholarly journals Trust – in geography

2017 ◽  
Vol 42 (4) ◽  
pp. 489-508 ◽  
Author(s):  
Charles W. J. Withers
Keyword(s):  
Human Geography ◽  
Social World ◽  
Central Focus ◽  
The Social ◽  
Spatial Dimensions ◽  
Knowledge Claims

Trust is central to the social world and to the knowledge claims we make as academics. Yet trust has not been a central focus of research in human geography. This article examines the widespread divergent attention given to trust in disciplines other than geography and considers the limited research on trust in geography. Trust, the article claims, is geographical in several senses. Distinction is made between the spatial dimensions of trust in the work of non-geographers; research on trust within geography; and trust in the performance of geography as a discipline and in geography’s institutions. The article argues that trust and trustworthiness are important but underexamined elements in all we do as geographers.

scholarly journals Of lice and men: Charles Darwin, Henry Denny and the evidence for the human races as varieties or species

BJHS Themes ◽  
2021 ◽  
pp. 1-15
Author(s):  
Gregory Radick ◽  
Mark Steadman
Keyword(s):  
Charles Darwin ◽  
Distinct Species ◽  
Social World ◽  
Long Run ◽  
The Social ◽  
The Face ◽  
History Of ◽  
The Common ◽  
Scientific Collections ◽  
Descent Of Man

Abstract Charles Darwin never doubted the common ancestry of the human races. But he was open-minded about whether the races might nevertheless be so different from each other that they ought to be classified not as varieties of one species but as distinct species. He pondered this varieties-or-species question on and off for decades, from his time aboard the Beagle through to the publication of the Descent of Man. A constant throughout was his concern with something that he first learned on the Beagle voyage and that, on the face of it, seemed to favour the species ranking: the different races, he was told, play host to distinct species of lice. This paper reconstructs the long run of Darwin's reflections and interactions on race, lice and history, using his extended correspondence with Henry Denny – curator of the scientific collections of the Leeds Philosophical and Literary Society, and Britain's leading expert in the natural history of lice – as a window onto the social world whose imprint is everywhere in the pages of the Descent.

‘Soft’ Believers and ‘Hard’ Unbelievers in the Xhosa Cattle-Killing

1986 ◽  
Vol 27 (3) ◽  
pp. 443-461 ◽  
Author(s):  
J. B. Peires
Keyword(s):  
Political Attitude ◽  
Mutual Aid ◽  
Age And Gender ◽  
Systematic Analysis ◽  
Number Of Factors ◽  
The Social ◽  
The Common ◽  
And Gender ◽  
The Individual

A substantial minority, perhaps 15 per cent of all Xhosa, refused to obey the prophetess Nongqawuse's orders to kill their cattle and destory their cornl. This divided Xhosaland into two parties, the amathamba (‘soft’ ones, or believers) and the amagogotya (‘hard’ ones, or unbelievers). The affiliation of individuals was partly determined by a number of factors – lungsickness in cattle, political attitude towards the Cape Colony, religious beliefs, kinship, age and gender – but a systematic analysis of each of these factors in turn suggests that none of them was sufficiently important to constitute the basis of either party.The key to understanding the division lies in an analysis of the indigenous Xhosa terms ‘soft’ and ‘hard’. ‘Softness’ in Xhosa denotes the submissiveness of the individual to the common will of the community, whereas ‘hardness’ denotes the determination of the individual to pursue his own ends, even at communal expense. Translated into social terms, the ‘soft’ believers were those who remained committed to the mutual aid ethic of the declining precolonial society, whereas the ‘hard’ unbelievers were those who sought to seize advantage of the new opportunities offered by the colonial presence to increase their wealth and social prominence. The conflict between the social and personal imperatives was well expressed by Chief Smith Mhala, the unbelieving son of a believing father, when he said, ‘They say I am killing my father – so I would kill him before I would kill my cattle.’ Certainly, the division between amathamba and amagogotya ran much deeper than the division between belief and unbelief, and the Xhosa, in conferring these names, seem to have recognized the fact.

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