Speaking Up, Speaking Out, Or Speaking Back: The Signposts Are In The Right Direction

2010 ◽  
Vol 31 (2) ◽  
pp. xxviii-xxx
Author(s):  
Michelle La Flamme
Keyword(s):  
2021 ◽  
Vol 186 (Supplement_3) ◽  
pp. 23-28 ◽  
Author(s):  
Holly S Meyer ◽  
Karlen S Bader-Larsen ◽  
Anthony Artino ◽  
Lara Varpio

ABSTRACT Introduction The need to maintain medical ethical standards during conflict and peace has been the source of considerable academic discourse. Although still an unsolved challenge, scholars have made significant contributions to the literature, constructing categorizations that can help military providers contend with ethical conflicts. However, insights into the ethical comportment of military interprofessional healthcare teams (MIHTs) have yet to be reported. Materials and Methods This interview-based study collected insights from 30 military healthcare providers who participated in and/or led MIHTs. Altogether, participants represented 11 health professions, both officers and enlisted military members, and the U.S. Army, Navy, and Air Force. Following Grounded Theory methodology, data were collected and analyzed in iterative cycles until theme saturation was reached. Results The research team identified two themes of ethical bearing that enable MIHT success in and across care contexts. One theme of successful ethical bearing is “raising concerns,” referring to speaking up when something needs to be addressed. The other is “making compromises,” where individuals have to make sacrifices (e.g., lack of equipment, non-sterile environment, etc.) to give patient care. Conclusions These data suggest that effective MIHTs have a collective moral compass. This moral compass is the team’s ability to judge what is ethically right and wrong, as well as the team’s willingness and ability to act accordingly—to consistently “do the right thing.” There is a collective moral compass, and while the team may not all agree on what exactly is true north—they are all bending that way.


BMJ ◽  
1997 ◽  
Vol 315 (7110) ◽  
pp. 697.13-702
Author(s):  
Benjamin Hope
Keyword(s):  

Author(s):  
Jessica Breakey ◽  
Anye-Nkwenti Nyamnjoh ◽  
Sharlene Swartz

This essay draws on the collective learnings from the research study published as Moral Eyes: Youth and justice in Cameroon, Nigeria, Sierra Leone and South Africa in order to explore both the principles and possibilities of producing theory from the South by the South. By describing the journey of the study and highlighting its struggles and challenges, as well as innovative steps taken along the way, it offers insights into how existing geopolitical inequalities in knowledge production between the Global North and the Global South may be disrupted. Central to these disruptions include the role of Southern theory, the relationships between researchers, methods of data collection, and the ways in which participants are engaged in the study. The task of producing knowledge from the South by the South entails speaking out and insisting on the space to produce knowledge; speaking back while remaining geographically, ethically, and theoretically grounded; speaking up and rooting research in emancipatory methodologies and ontologies; and never being spoken for especially by only accepting funding that supports principles of justice and emancipation in Southern knowledge production.


2018 ◽  
Vol 39 (6) ◽  
pp. 840-854 ◽  
Author(s):  
Jie Li ◽  
Qiaozhuan Liang ◽  
Zhenzhen Zhang ◽  
Xiao Wang

PurposeThe purpose of this paper is to find how leader humility affects employees’ constructive voice behavior toward supervisor (speaking up) and coworkers (speaking out) from an identification-based perspective, and seeks to verify the effectiveness of leader humility in the Chinese context.Design/methodology/approachData were collected from 325 employees in four Chinese companies with two phases. In the first phase, the participants were asked to report the leader humility, their identification of their relations with the supervisor, and their identification with their organization. In the second phase, they were asked to report their voice behaviors toward their supervisors and coworkers.FindingsThe results indicate that leader humility strongly predicts both employees’ voice behaviors of speaking up and speaking out. Results further suggest that relational identification with the supervisor explains why leader humility promotes employees speaking up, while organizational identification explains why leader humility promotes employees speaking up and speaking out.Practical implicationsManagers with humility can successfully shape employees’ relational and organizational identifications, which in turn encourage their voice behaviors toward supervisors and coworkers. Hence, behaving humbly in working places could be an effective way for managers to promote organizational cohesion and creativity.Originality/valueAlthough leader humility attracts much attention in both academia and practice, researchers have been primarily focusing on conceptual development and measurement issues, and empirical studies are rare. This is the first research connecting leader humility and employee proactive behaviors. Moreover, it takes an in-depth analysis of the constructive voice behaviors by differentiating them based on their targets.


2020 ◽  
Vol 5 (2) ◽  

A qualitative meta-synthesis of Youth Participatory Action Research (YPAR) on sexual health foregrounds how female adolescents voice and enact their empowerment by their participation. Through the synthesis of six studies, seven themes emerged. The female voices showed a progression of agency beginning with an increased self-awareness and altered lived experiences to supporting, educating others, a keener awareness of others’ experiences, and speaking up or against in-accurate information or authoritarian policies. Female adolescents have the right to be heard, articulate their opinions, the right to practice their culture, and ultimately, the right to influence the constraints on their personal and sexual health development.


2019 ◽  
Vol 1 (1) ◽  
pp. 43-45
Author(s):  
Kevin Hillman ◽  
Joseph Feldman
Keyword(s):  

1998 ◽  
Vol 30 (2) ◽  
pp. 233-252 ◽  
Author(s):  
Annette Henry

This account examines three significant moments in a weekly reading and writing workshop in order to reflect on the problematic notion of “coming to voice” for African Caribbean girls aged 14 to 15. The author discusses the process as both a program and a research inquiry. The aim of the inquiry was to explore some academic, social, and affective concerns for girls of this age. Program objectives included introducing culturally and gender-relevant curricula as well as facilitating critical literacy skills. The research is framed from a critical Black feminist perspective. The design was qualitative. Ethnographic methods were used (audiotaped transcriptions of fieldnotes of workshop activities, formal and informal student interviews, and student journal writings). The author concludes by sharing how the inquiry taught her some salient lessons in listening to research participants' voices and in the politics and ethics of participatory literacy inquiries.


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