This article examines whether organization development and diversity consulting have the capacity to foster and sustain systemic change for social justice in organizations in the United States. In a number of her speeches and essays, Audre Lorde made the powerful statement that “the master’s tools will never dismantle the master’s house.” My premise is that systemic racism and oppression in organizations (the “master’s house) was built with and continues to be maintained by the ideologies of materialism and white supremacy. My conclusion is that to achieve sustained systemic change for social justice we need to replace these ideologies and return to pre-existing belief systems of spirituality and interdependence so as to bring about true justice and equity.

In this essay, the author discusses the importance of self-work for diversity and social justice practitioners. In fact, she asserts that it is not only important for practitioners to increase their self-awareness; it is paramount to the success of the initiatives they are leading within any client system. As many organizations are still gripped by their fear of diversity efforts, the call for practitioners to embark on this in-depth exploration is loud and clear. Given the changed landscape from overt discrimination to covert forms of discrimination, this call to action includes being well versed in personal values, biases, assumptions, privileges and pain. The author articulates her point of view regarding these challenges as a scholar practitioner, in an attempt to renew diversity consultant’s commitment to their own personal development.

What does consulting and teaching look like from the sociopolitical spaces of privilege, ambivalence and oppression? Giving voice to visible social identities is explored through narrative exploration of teacher and student voices. Who can raise these issues and who cannot? Pedagogically, how can and should we as trainers address these issues? We discuss consulting and teaching about privilege and oppression across race, ethnicity and gender in psychology programs at urban universities in eastern and western United States. The three issues explored include: a) teaching about privilege and oppression from a visibly privileged social identity; b) acknowledging the ambiguities of privilege and oppression of minorities and immigrants from a sociopolitical space of ambivalence; and c) mentoring and modeling on issues of privilege and oppression from a visibly oppressed social identity. Consulting from this postmodernist perspective is different and more effective when members of all level of the organizations embrace readiness, patience and commitment toward organizational change. This approach is more aligned with the current shifts towards globalization and diversification occurring within organizations today.

Antonio Guterres (2008), United Nations High Commissioner for Refugees (UNHCR) characterized the twenty-first century as one of mass movements of people, within and beyond their borders, escaping conflicts and upheavals. War and human rights violations propel millions of people beyond their borders searching for safety. Climate change, environmental degradation, and economic instability prompt many to search for better life opportunities. Attempts by governments to devise policies to pre-empt, direct, manage, prevent these movements have been erratic. Australia, for example has implemented a series of laws to control movement of asylum seekers, prevent their access to Australia, while choosing a quota driven number of people from refugee camps. Uniquely in the developed world Australia ignores international human rights laws and puts all asylum seekers in mandatory detention. Some countries claim ethnic or religious conflict, national security, or upsetting the population balance due to lack of tolerance among citizens. Politicians appear to believe that being tough on refugees makes their own populations feel more secure. Whatever the reason for nonadmittance, refugees are often denied their internationally recognized human rights forced into desperate lives in refugee camps or in detention centres where they are unable to move, to work, or to enjoy any freedoms.

Modern popularist teaching presents ethics as situational and relativistic. Rather than using this current approach a more classical and reactionary methodology that calls for the reevaluation of some of the elder philosophies that regarded right and wrong in the context of absolutism is required. Confusion between the concepts of beliefs, values, morals, laws, and ethics has increased to the point where many people today consider these related ideas as synonymous. It is essential to discuss these related concepts outside of any single religious or ethnically based belief system. To do otherwise would inject individualistic religious or ethnic beliefs and values into the discussion, thereby negating the universality of the argument. Both modern and traditional approaches to ethics have attempted either to manage the effects of unethical behavior after it occurs, or to give specific guidance and examples in order to prevent future similar occurrences. Unfortunately, both of these popular approaches are reactive at best. The optimal strategy is to take a proactive approach that can discern the root causes of unethical behavior so that this knowledge could be used as a preventative countermeasure to the everincreasing amounts of unethical behavior. Axiology, the study of ethics, is not a new field; but many modern authors and ethicists have avoided and continue to avoid the issue of ethical absolutism. Contrary to much modern thought, there is no reason to avoid the discussion of absolutism, as the concept of universal and immutable ethics can be reconciled fully with other contemporary schools of thought such as physical sciences, social sciences, and rationalism.

This paper takes up the self-construction of the social roles of Polish IT professionals. We conducted an ethnographic study and observed that many of our interviewees defined their roles by negation and by invoking the internal and often hermetic aspects of their profession. Labeling this practice “holding up the shield,” we trace its archetypical roots. The recurrent use of this practice makes a change in agency in the process of constructing the role possible, to the benefit of the IT professionals.

Obsession/addiction may serve as bridges from Sartre’s “being in itself”, as epitomized by the discouraged worker effect of our ex-navy “cuber”, through a cyber-island of “being for itself” where the obsession/addiction of the cube forces externalization (Sartre, 1943 (2003)). Ultimately the need to demonstrate proficiency causes the obsessed to journey across another bridge and identify with a “being for others”. The discussion is situated in a modern world rendered liquid through change and the need to change. The illiquid being in a liquid modernity is insoluble and precipitates. The discouraged worker is such an illiquid being in itself.

In the past years we observed changes in the structures of knowledge production. The new mode of research expects intensive collaboration among multiple stakeholders in order to ensure the social relevance of knowledge. Such a development has led many theorists to question the epistemological status of findings, and the relevance of such studies, since this mode of research might transpire rather alarmingly to serve the interests of a small influential group. By discussing the two views, the paper sides with the argument that science has evolved into a closed, self-governed system; thus, any change in the governance of knowledge production puts at stake its status and role in society –which is to serve the ‘public good’. In the same line of argument, it seconds that the ethical construction of knowledge has to become the scientists’ main concern, who need to be conscious not only of positive, but also of negative implications of their findings. Finally, the paper concludes with a number of suggestions, which may contribute to the ethical construction of knowledge.

This paper explores and reflects upon how far clergy may act as entrepreneurial leaders in a faith-based organisation which values tradition and continuity, yet wishes to open its membership to a wider constituency. In spite of increased secularisation in Britain, religion and its role in people‘s lives refuses to disappear. Churches and other religious movements now frequently seek to adapt change management techniques to promote cultural diversity and thus appeal to a wider potential membership. At congregational level, clergy become responsible for implementing cultural change initiatives. Consequently, the clergy role may involve responsibility not just for spiritual and ministry issues, in the context of caring for church members‘ emotional needs, but also for management. If, as managers, clergy are responsible for promoting cultural change through management initiatives, it is but a short step to restory them as entrepreneurs, or at least entrepreneurial leaders. Indeed, strategic enterprise thinking is needed to achieve successful cultural change. The pressures on clergy to act as both spiritual ‗therapists‘ and to manage sophisticated corporate operations place a strain on their ability to be also ministers, and obvious anomalies exist. For example, congregations might value leadership behaviours in their clergy, but not when leadership involves acting as a catalyst for cultural change. The more enterprising clergy can experience frustration in bringing about even small innovations and change, and may experience role strain when required to balance the need for providing individual support to existing congregation members with an expectation of appealing to new sources of membership.

Through two case studies, this paper explores the role that story or narrative has upon the changing role of the entrepreneur within organizations. The literature on story and leadership is compiled and eight themes are identified. These themes are then used to take a dramatist perspective on the case study narratives. Findings show that there is a new realm of research that could be conducted to illicit a better understanding of narrative and entrepreneurship, specifically: longitudinal studies would help to illicit whether entrepreneurs do restory in face of organizational pressures and identification of the stories told by stakeholders in face of entrepreneurial changes. There is also more research to be conducted on the impact that locus of control has on narrative construction and restorying.

The interest in societal forms of entrepreneurship has increased in recent decades, emphasizing different kinds of prefixed such as ―social‖ ―ecological‖, ―sustainable‖, ―regional‖. In this article societal and social is at stake. Taking a point of departure in the prefix stories of entrepreneurship we read a wish to break with the grand narrative of entrepreneurship as well as attempts to feed into and draw legitimacy from the grand narrative. In this article we take a point of departure in an initiative taken in Sweden to introduce and finance a program labeled ―Societal entrepreneurship‖. The purpose is to create knowledge about, as well as conditions for, initiatives aiming at improving what is missing or does not work in public structures, and finding new and innovative solutions in order to create an economically, socially and ecologically sustainable society. Applying Burke‘s pentad it is illustrated that the grand narrative of entrepreneurship consists of the heroic entrepreneur (agent) who creates a kingdom (act) by way of establishing a company (agency) on the market in order to make a profit and contribute to growth (purpose). Applying the concept of Tamara, introduced by Boje, it is further illustrated how the grand narrative of entrepreneurship emphasizes capitalism, rationality and hierarchy in line with the epoch of industrialization, whilst the antenarrative of societal entrepreneurship gives priority to both premodern and postmodern discourses. The importance of community, of non-economic values, artisan craftsmanship is stressed, but also of how societal structures must be changed. The story of societal entrepreneurship thus de-centers human agency seeking to create instability as well as openings for enactment.

This article is based on an ongoing organisational ethnography of antiquarian bookshops. It argues that studying the exchange of antiquarian books offers new insight on the phenomenon of gift-giving. First, the general tendency in the literature on gifts (i.e. Bourdieu and Derrida) is how gifts are commoditized, while in the antiquarian bookshop it makes more sense to consider how commodities are transformed into gifts. Second, the literature on gifts argues that actual gifts are either impossible or at least undecidable since they cause the receiver to be indebted to the giver, and a separation in time is necessary either to evaluate the gift or to make it possible. However, in the antiquarian bookshop this situation is different since such a debt is directed towards the book rather than the giver. The receiver is indeed indebted but the debt takes the form of a responsibility to care for the book. In analysing our material, we argue that every meeting between antiquarian and bookshop visitor results in liminal ceremonies that produce a space (what we, adopted from Lefebvre, call a representational space) for their interaction. Such analysis suggests that the interactions are taking place somewhere on a continuum of spaces stretching from commodity to gift. The role of the antiquarian thus stretches from seller to giver, the visitor, from buyer to receiver, and the bookshop, from shop to collection.

Authentic leadership appears as the solution to plenty of painful contemporary problems. Bad economy, bad organizational performance, bad culture would all become subject to change for the better if leaders behave more authentically, according to the line of discussion. However, the debate seems to stand on poor feet, since some core assumptions don’t stand a closer viability check. This paper highlights two core problems in the foundations of the authenticity debate such as the belief in a stable core self and the trust in a homogenous organization. The paper demonstrates not only the fragmented and narrative constitution of self and organization, we show furthermore to which hidden problem the authenticity debate refers; to which the sheer existence of the debate is already a solution. It is complexity avoidance that the authenticity debate provides. It helps to re-install the myth of the influential leader in a situation, in which the opposite has become apparent.

Researchers apply theories by Boje and the storytelling community to further understand how organizations, specifically universities, portray themselves on different fronts through storytelling in regard to sustainability. The current study expands the existing knowledge regarding stories (i.e. narrative, living story, antenarrative, and microstoria) by the synergies and lack thereof between them and demonstrates how organizations need to portray a unified image since stories can, and do, shape the physical, objective world. Two complementary studies are conducted to explore the sustainability story of university campuses. In Study One, three southwestern university campuses are explored through campus tour narratives. Study Two looks in-depth at one university to help understand how the story is told from inside the organization which leads to what is observed by the final consumer. Several inconsistencies are found on how the story is told to prospective students. The storytelling theories presented in this paper expand knowledge by providing insight into how one individual may change the perspective of sustainability and the lasting effects this may cause. Being present on several campuses paints a picture of how vastly different the stories told to potential students are. Applying the theories of narrative, living story, and antenarrative may help explain how synergic a university presents its sustainability objective to prospective students.

This paper presents an analysis of how the narratives of medical professionalism have changed historically based on doctor’s autobiographies. Three different phases of narrating professionalism have roughly been distinguished. The first is marked by the struggle to professionalise medicine itself. The second is the Phase of Normality where the legitimization of medical professionalism is self-evident in the face of societal crises such as epidemics. In the Phase of Crises the authoritative doctor is no longer the legitimate source of medical decision-making. In this situation, the will and wellbeing of the individual patient is found to be a key element in how doctors themselves legitimise their actions. Key-result is that we do not interpret the described change in narrating medical professionalism as de-professionalization, but in contrast that precisely the accentuation of the patient’s perspective is the modality to recover the crisis of medical professionalism and secure it in a new form.

Amid the disempowerment and marginalization faced by young girls, character development programs are being implemented to change the course for girls by fostering strong and empowered feminine identities. I explore the challenges of implementing one such program through my ethnographic and community engaged research with a character development program designed to equip 3rd through 5th grade girls with the skills and confidence they need to grow into empowered women. Through a qualitative analysis, I empirically demonstrate the importance of community engaged scholarship for uniting theory with practice. My analysis extends research exploring community engaged, empowerment programs by highlighting the ways empowerment is experienced differently by every girl. I point to the tension between empowerment in theory and in practice, specifically addressing the assumptions: 1) of girls’ uniform experience base, 2) about the influence of the GRL message among competing others, and 3) regarding the utility of certain strategies in diverse situations, all of which undermine the process of empowerment. I describe my experience working with the founder of the organization to revise the curriculum and offer a set of practical implications for this and similar organizations to productively respond to the tensions between the theory and practice of empowerment. Finally, I argue for a conceptual shift in the way we theorize empowerment as an ongoing and constantly negotiated state of engagement, rather than an endpoint or stable state of being.

The paper explores two recent social movements that show signs of global resistance to the ideology of neoliberal polices and values; the Indignados uprisings that took place in Spain, Greece and Mexico, and the Occupy Wall Street protests that broke out across many parts of the United States. It argues that to understand contemporary social movement activity and protest politics, it is crucial to update social movment theories to include analyses of how the digital revolution has categorically changed the way that activists express grievances and share information, strategize and for on-the-street forms of contentious politics, and challenge the narratives put forth by authorities and the mainstream media when there are confrontations between peaceful protesters and the police force.

Communities face complex problems that are best addressed by integrating the perspectives of multiple disciplines, yet many forms of engaged scholarship remain disciplinarily specific. Universities struggle to bring together highly disparate disciplines linking knowledge with action to address community problems. Sustainability is an important example of a complex, urgent problem that is best addressed by integrating multiple disciplines. In the United States, a unique multi-year initiative, Maine’s Sustainability Solutions Initiative (SSI), addresses sustainability problems by working across disciplines on engaged research. Scholars, representing multiple disciplines and most of the higher education institutions in the state, working with their community partners, are addressing sustainability problems related to landscape change, specifically urbanization, forest ecosystem management, and climate change. This initiative is composed of over two dozen interdisciplinary, engaged research projects that include diverse stakeholders (e.g., nongovernmental organizations, communities, policy organizations, and governmental leaders) as members of the research teams. Reflecting on the challenges of involving multiple disciplines in research projects, we discuss SSI as an exemplar of interdisciplinary, engaged campus initiatives. The scale and reach of the initiative (on-campus and statewide), the number of disciplines and stakeholders involved in the project, and the conversations around engaged scholarship occurring at the University of Maine capture the challenges and opportunities of moving the scholarship of engagement beyond the isolated work of individual disciplines.