Ethics and entangled embodiment: Bodies–materialities–organization

Organization ◽  
2014 ◽  
Vol 22 (2) ◽  
pp. 166-182 ◽  
Author(s):  
Karen Dale ◽  
Yvonne Latham

In this article, we are concerned with the ethical implications of the entanglement of embodiment and non-human materialities. We argue for an approach to embodiment which recognises its inextricable relationship with multiple materialities. From this, three ethical points are made: first, we argue for an ethical relation to ‘things’ not simply as inanimate objects but as the neglected Others of humanity’s (social and material) world. Second, there is a need to recognise different particularities within these entanglements. We draw on the work of Merleau-Ponty and Levinas to think through how the radical alterity of these Others can be acknowledged, whilst also recognising our intercorporeal intertwining with them. Third, we argue that recognition of this interconnectedness and entanglement is a necessary ethical and political position from which the drawing of boundaries and creation of separations that are inherent in social organising can be understood and which contribute to the denigration, discrimination and dismissal of particular forms of embodiment, including those of non-human Others. In order to explore the ethical implications of these entanglements, we draw upon fieldwork in a large UK-based not-for-profit organisation which seeks to provide support for disabled people through a diverse range of services. Examining entanglements in relation to the disabled body makes visible and problematises the multiple differences of embodiments and their various interrelationships with materiality.

1999 ◽  
Vol 14 (3) ◽  
pp. 423-449 ◽  
Author(s):  
William K. Carter

This brief case provides an opportunity to design a Balanced Scorecard (BSC) or similar report for top management of a not-for-profit, service organization. The case contains sufficient data to permit calculation of some of the likely BSC measures. It can be used in any undergraduate or graduate course, provided students previously have studied BSC or its equivalent. The entity in the case is a multi-divisional, charitable organization that provides job training for disabled persons. The entity's divisions include business enterprises that employ the disabled and nonrevenue-generating functions such as administration and placement.


1988 ◽  
Vol 6 (1) ◽  
pp. 35-48
Author(s):  
Greg M. Thibadoux ◽  
Nicholas Apostolou ◽  
Ira S. Greenberg

2007 ◽  
Vol 30 (4) ◽  
pp. 33
Author(s):  
T. Gondocz ◽  
G. Wallace

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.


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