DeLeys Brandman, Bob Carlson, Rameshwar Dubey, John Carlisle, Joseph Nabor, Praveen Gupta, Abram Walton, Brett Trusko, Jeremy Alexis and Jeffrey Phillips
Feim Blakçori and Jeremy Aroles
In an ever-complexifying business context, organizations need to continuously adapt, adjust and change their routines in order to remain competitive. Drawing upon a qualitative…
Abstract
Purpose
In an ever-complexifying business context, organizations need to continuously adapt, adjust and change their routines in order to remain competitive. Drawing upon a qualitative study focusing on three Southeastern European countries (Greece, Bulgaria and Serbia), this paper explores the role played by managerial feedback on routine change within small and medium enterprises (SMEs).
Design/methodology/approach
The authors draw from an in-depth qualitative study of six manufacturing SMEs located in three Southeastern European countries: Greece, Bulgaria and Serbia. The process of data collection, which spanned over a period of fifteen months, was centred around both interviews and observations.
Findings
The authors argue that feedback is a powerful and constructive managerial practice that sets to initiate changes in routines through three different means: (1) making sense of the changes required (by channelling information), (2) rationalizing the decision for changing the unproductive routines and (3) reviewing the process of change through the legitimization of situational routines. In addition to this, the authors found that managers perceive that routines need to change for four main reasons: inability to meet targets (e.g. performance); too cumbersome to deal with complex environments; inflexibility and failing to provide control; obsolete in terms of providing a sense of confidence.
Practical implications
This research provides evidence that feedback is an important managerial means of changing routines in informal, less bureaucratic and less formalized workplaces such as SMEs. Managers might embrace deformalized approaches to feedback when dealing with routines in SMEs. Working within a very sensitive structure where the majority of changes on routines need to be operationalized through their hands, managers and practitioners should deploy feedback in order to highlight the importance of routines as sources of guiding actions, activities and operations occurring in SMEs that create better internal challenges and processes.
Originality/value
The authors’ research suggests that routines are subject of change in dynamic and turbulent situations. Perceiving routines as antithetical to change fails to capture the distinctive features of change such as its fluidity, open-endedness, and inseparability. Likewise, the authors claim that routines are socially constructed organizational phenomena that can be modulated in different ways in SMEs.
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In May 2016, Aleks Eror’s op-ed article ‘Dear fashion industry: Stop making up bogus subcultures’ on the HighSnobiety website accuses the fashion industry of creating…
Abstract
In May 2016, Aleks Eror’s op-ed article ‘Dear fashion industry: Stop making up bogus subcultures’ on the HighSnobiety website accuses the fashion industry of creating ‘quasi-subcultures’, such as Normcore, Seapunk and Health Goth to promote specific fashion trends via the Internet. Eror argues that these fashion subcultures do not exist in resistance to mainstream culture (as he understands subcultures), but instead offer the specific fashions and their designers cache for being associated with a counterculture and connecting with alternative trends. Setting aside Eror’s narrow understanding of subcultures, he raises questions of authenticity and the current state of virtual fashion subcultures.
Still, there is evidence of these subcultures online and growing in substantial numbers regardless of their inception. Furthermore, persons identifying themselves with these groups practice alternativity, which delineates their scenes, artefacts, and practices from those of mainstream Western society. I pursue questions of authenticity regarding these recent fashion subcultures who appear to emerge in close proximity to the launch of specific fashions. The author explores the ways in which these fashion subcultural experiences differ from known subcultures. The author investigates notions of constructed resistance and perceived alternativity and marginalization, as well as how that positionality manifests into a fashion subculture identity.
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Mary M. Juzwik, Robert Jean LeBlanc, Denise Davila, Eric D. Rackley and Loukia K. Sarroub
In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in…
Abstract
Purpose
In an editorial introduction essay for the special issue on Religion, Literacies, and English Education in Global Dialogue, the editors frame papers in the special issue in dialogue with previous scholarly literature around three central lines of inquiry: How do children, youth and families navigate relationships among religion, spirituality, language and literacy? What challenges are faced by language and literacy teachers and teacher educators around the globe who seek to respond to diverse religious and spiritual perspectives in their work? And what opportunities do teachers seize or create toward this end? How are developments of language and literacy theory, policy, curriculum and ritual entangled with race and religion?
Design/methodology/approach
Taking an essayist, humanistic approach, this paper summarizes, interprets and comments on previous scholarly works to frame the articles published in the special issue “Religion, Literacies, and English Education in Global Dialogue” in relation to the field and in relation to one another.
Findings
Denise Dávila, Matthew Deroo and Ilhan Mohamud reveal the relationships young people and families forge and navigate among spiritual literacies and literatures, digital technologies and ethnic identities. Heidi Hadley, Jennifer Wargo and Erin McNeill illuminate how teachers’ vocations, as well as their pedagogical goals and curricular artifacts, can become deeply entangled with religious and spiritual sense-making. Kasun Gajasinghe and Priyanka Jayakodi expand perspectives on both the ritualization and racialization of religion through nationalist policies surrounding national anthem performances in Sri Lanka. Anne Whitney and Suresh Canagarajah discuss how spiritual commitments, communities and experiences interact with their scholarly trajectories.
Research limitations/implications
The essay concludes with a discussion of scholarly capacity building that may be needed for conducting research on religion and spirituality in relation to languages, literacies and English education on a global scale.
Practical implications
The second section of the essay discusses challenges faced by language and literacy teachers and teacher educators around the globe who seek to integrate diverse religious and spiritual perspectives into their work. It foregrounds how many teachers and teacher educators work within contexts where ethnoreligious nationalism is on the rise. It highlights the need for language and literacy educators to develop curiosity and basic knowledge about diverse religions. Further it calls for teacher educators to engage with teacher candidates’ religious identities and sense-making.
Social implications
Because it considers religious and spiritual sense-making in relation to language and literacy education, the social implications of this work are significant and wide-reaching. For examples, the paper questions the conceit of secularism within education, pushing readers to consider their own spiritual and religious identifications and influences when they work across religious differences.
Originality/value
This paper identifies, interprets and assesses current threads of work on religious and spiritual sense-making within scholarship on languages, literacies and English education.
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Gordon Leua Nanau, Jeremy Dorovolomo, Billy Fitoó and Patrick Miniti
Solomon Islands plunged into a deadly inter-wantok conflict in 1998 (Nanau, 2011) that continued for 5 years until the Pacific Islands Forum requested the Regional Assistance…
Abstract
Solomon Islands plunged into a deadly inter-wantok conflict in 1998 (Nanau, 2011) that continued for 5 years until the Pacific Islands Forum requested the Regional Assistance Mission to Solomon Islands (RAMSI) to intervene. Thousands were displaced and at least 200 lives lost in this conflict. We call it an inter-wantok tension because it involved wantok groups (language and kinship groups), which has become known in Solomon Islands as ‘the Ethnic Tensions’ or simply as ‘the Tension’. The conflict deeply divided the country along wantok lines while appealing to artificial provincial identities created by the modern nation state. The country is still recuperating from its effects, and in this context, how can Solomon Islands promote unity, equality and peaceful coexistence? This question formed the basis of our research. We investigated sports as a neglected path to genuinely encourage patriotism and social cohesion in the country. We generated primary data with the aid of the Nominal Group Technique (NGT), a consensus building tool. This chapter reports the research findings and suggestions on how sports can be used to help unite the nation and promote national identity. These include short-term measures, medium-term strategies and inclusive approaches to encourage and nurture patriotism and social cohesion in post-conflict Solomon Islands. The research project investigates, firstly, policy statements and implementation in sports development in Solomon Islands. Secondly, it determines the role sports could play in advancing national consciousness in a culturally diverse and fragmented society. Thirdly, it recommends strategies through which sports could be harnessed to promote patriotism, peace-building and unity.