Globalizing processes often place the social cohesion of organizations at risk when multinational people experience and exhibit tensions from their diverse cultural and language norms. This study uses discourse analysis and dialectical theory to understand the intersection of organizational tensions and multinationalism as they appear at a bilingual Swiss higher education institution. I define multinationalism as the intersection of communities who self identify with a national heritage and perpetuate that identity through daily communication and interaction. This case study is approached from a social constructionist perspective. I use grounded theory and dialectical analysis to analyze the fifty-nine interviews in order to identify the tensions that intersect with multinationalism and how they are managed. The tensions identified include: choosing a language where two are privileged, providing an intercultural environment as described by the mission statement, and managing pedagogy/co-teaching practices. Choosing a language is often described in a dual dimension between choosing French/choosing English where language groups are sometimes seen as oppositional and vying for privileged status even though the organization privileges both languages. Providing an intercultural environment is described as a global endeavor and yet sometimes becomes dialectical when balancing how the organizational environment is actually managed/not managed based on national and organizational cultural perspectives. Practicing pedagogy/co-teaching activities are often framed as oppositional and dialectical when trying to reconcile French pedagogy/Anglo-Saxon pedagogy and co-teaching practices, especially in regard to American influence. Multinationalism emerges when participants use group identity descriptors and intersects in a variety of ways depending on the intensity of the tensions. Managing tensions result in ambiguity because of undefined language fluency and competency. While ambiguity allows for social cohesion and time for interpreting messages, it sometimes is used strategically to deny messages and retain privileged positions. Disorienting interactions for some employees result in paradoxical situations, and in some extreme cases, participants reported schizophrenic behavior when paranoid statements are made which reflect their paralysis, uncertainty and loss of power. This study advances dialectical theory by redefining totality as including regional, national, and global contexts that also influence organizational agency and discourse. In addition this study adds to the understanding of knots of contradictions by illustrating how tensions evolve in their own right and also spin off simultaneous and interconnected tensions. Finally, results from this study suggest that using ambiguity could be seen as another management option as well as a result when dealing with dialectical and paradoxical tensions.

Thèse numérisée par la Division de la gestion de documents et des archives de l'Université de Montréal

This thesis describes a study that examined the creation of a theatrical commons that aimed to broaden and deepen democratic engagement among diverse citizens in one public school community. The researcher considered how Forum and Image Theatre (Boal,1979, 1995, 1998, 2002; Diamond,2007) help people to name and invent different possibilities to address complex school community challenges at an individual and community level. It involved former refugee youth, guardians, parents and the general public as they critiqued the potential of a theatrical commons to represent their voices which are at times, marginalized from decisions made in the community and at a policy level. This participatory action research project drew heavily on the theatrical imaginations of Augusto Boal and David Diamond. The aims of this work were grounded in critical theory (Apple, 2008 & 2009; Chomsky, 2000; Freire, 2008; Furman & Gruenwald, 2004; Giroux, 2008; Kincheloe & McLaren, 2005). The study itself was divided into three phases: the participants’ identification of a community problem that was of great importance to them (phase 1), a workshop series that sought to explore the tensions and complexities embedded in the community dilemma, (phase 2), and a performance by the participants in a Forum Theatre event (phase 3) that invited members of a school community to imagine new possibilities for addressing a community problem. Participants were invited to reflect critically on the ability of Image and Forum Theatre to ignite critical dialogue in a diverse school community. The study’s findings indicate that space was created for participants to raise their voices in the following ways: (1) The participants defined the social justice issue that informed the workshops and the play; (2) Image theatre troubled the hegemony of the English language; (3) The participants defined, scripted and shared their struggles in the wider community; (4) Numerous opportunities occurred in the study that provoked multiple interpretations of complex community issues, and; (5) The audience members moved from the role of observer to spect-actor on the night of the performance.

In this thesis, I explore the tensions and contradictions of being African, feminist and activist within sexual and gender minority social movements. I ask how an African activist with multiple backgrounds negotiates the different personal and political landscapes, tensions she encounters, as well as the implications this has for activism work. This study is meant to complement the growing body of activism publications, which, though varied and rich, tend to shy away from depicting and critically analyzing the internal problems experienced in groups, because of differences of ideological perspectives, backgrounds and power differentials. Using an autoethnographic methodology I analyse how a lesbian feminist activist, engages in self-reflections on life outlook, belonging, art and contentious online African and international activism. My materials include extracts of email conversations within two online discussions, my own art pieces and memories of my experiences. The theoretical framework includes situated partial perspectives, disidentification and unlearning. My analysis shows that my situated Kenyan - Swedish backgrounds have affected not only my art, but my thought processes which in turn affect how I engage in different activist contexts. Tensions and contradictions with other activists show how ideological differences, situated perspectives, age and power differentials determine the outcome of some activism agendas. My findings also suggest that activism encounters can lead to partial affective distancing, disidentifications, multiplicitous and holographic identities. Furthermore our origins, and experiences matter a lot in shaping our feminism ideals and ways of working. These ways of working reveal various instances of oppression, subjugation and privilege, effected by maternal affiliations, online invisibility, ethnic and indigenous identities and language. In conclusion, I argue that much more self-reflection, self-revelation, accommodation for individual differences and analysis of our ways of oppressing is required, for activism work to be successful and mutually beneficial.

This thesis describes a study that examined the creation of a theatrical commons that aimed to broaden and deepen democratic engagement among diverse citizens in one public school community. The researcher considered how Forum and Image Theatre (Boal,1979, 1995, 1998, 2002; Diamond,2007) help people to name and invent different possibilities to address complex school community challenges at an individual and community level. It involved former refugee youth, guardians, parents and the general public as they critiqued the potential of a theatrical commons to represent their voices which are at times, marginalized from decisions made in the community and at a policy level. This participatory action research project drew heavily on the theatrical imaginations of Augusto Boal and David Diamond. The aims of this work were grounded in critical theory (Apple, 2008 & 2009; Chomsky, 2000; Freire, 2008; Furman & Gruenwald, 2004; Giroux, 2008; Kincheloe & McLaren, 2005). The study itself was divided into three phases: the participants’ identification of a community problem that was of great importance to them (phase 1), a workshop series that sought to explore the tensions and complexities embedded in the community dilemma, (phase 2), and a performance by the participants in a Forum Theatre event (phase 3) that invited members of a school community to imagine new possibilities for addressing a community problem. Participants were invited to reflect critically on the ability of Image and Forum Theatre to ignite critical dialogue in a diverse school community. The study’s findings indicate that space was created for participants to raise their voices in the following ways: (1) The participants defined the social justice issue that informed the workshops and the play; (2) Image theatre troubled the hegemony of the English language; (3) The participants defined, scripted and shared their struggles in the wider community; (4) Numerous opportunities occurred in the study that provoked multiple interpretations of complex community issues, and; (5) The audience members moved from the role of observer to spect-actor on the night of the performance.

This thesis examines middle-class social relations in nineteenth-century Dublin and Edinburgh, giving particular attention to how the cities’ inhabitants dealt with sectarian conflicts. These cities occupied an unusual position within the UK as they were both stateless capitals, towns that no longer possessed a national parliament, but still performed many of the administrative functions of a capital city. Being a stateless capital affected Dublin and Edinburgh in contrasting ways and this distinction shaped the wider character of each city and middle-class social relations within them. The thesis adopts philanthropy as a vantage point from which to explore these issues as charitable institutions occupied a unique place in nineteenth-century towns, being a junction between voluntary association and official government activity. Presbyterian Edinburgh and predominately Catholic and Anglican Dublin were both home to vibrant philanthropic associational cultures based on similar middle-class values. Contrary to older analyses, Presbyterianism did not promote a greater interest in participating in voluntary activity any more than Catholicism discouraged it. There were, however, differences between the cities. Edinburgh was a more ostensibly successful city by contemporary middle-class standards. Its organisations helped it to overcome social divisions to a greater extent than their counterparts in Dublin. The contrasting nature of state-charity relations in each city partly explains this difference. Overt central state intervention in Edinburgh’s philanthropic institutions was rare, hence Edinburgh was seen as a society trying to manage its own problems. Dublin by contrast, appeared to be a dependent city as its charities received substantial parliamentary aid. Hence, Edinburgh could present itself as a self-confident capital city whereas Dublin, although a more overt centre of power, sometimes appeared to be simply an intermediary through which London influenced the rest of Ireland. Although both cities were part of the UK mainstream associational culture, charitable activity also emphasised their Irish or Scottish characteristics. These national attributes were not perceived as equally attractive. Philanthropy associated Edinburgh with Enlightenment and education, by contrast it connected Dublin with poverty and dependency.

京都大学 / 0048 / 新制・課程博士 / 博士(地域研究) / 甲第21896号 / 地博第242号 / 新制||地||89(附属図書館) / 京都大学大学院アジア・アフリカ地域研究研究科東南アジア地域研究専攻 / (主査)教授 水野 広祐, 教授 岡本 正明, 教授 三重野 文晴 / 学位規則第4条第1項該当 / Doctor of Area Studies / Kyoto University / DGAM

Background: Since quick change is one of the most distinguishing qualities of today's market, organizations must be able to cope with it and match markets by keeping up with new market trends and wants, as well as adapting to changes in market features. This can be achieved by pursuing both exploration and exploitation to ensure success in the short and long term. Since this is the case, it is vital that companies find the right balance between operation and innovation to be able to exploit present opportunities and explore future directions. Purpose: This research aims to study the role of ambidexterity in achieving the desired balance in different industries. Every organization is unique, and companies differ from each other in many ways such as; work system, organizational structure, work philosophy and size. This study discussed the issue of balancing innovation and operation, to evaluate the process of choosing the right ambidextrous approach to be followed by different organizations across different industries. Method: Multiple case study was used. Data collected had both primary and secondary sources where the primary sources were collected through semi-structured interviews and the secondary sources were archives and reports. Grounded analysis was used in the analysis process to conclude the theory. Conclusion: The research results showed that when organizations achieve ambidexterity by following one of the ambidexterity approaches, the choice of the right approach depends on certain factors on different levels that need to be considered, and the four tensions of ambidexterity differ from one approach to another. Hence, the tensions should be verified and handled in relevance to the followed ambidexterity approach.

No description available.

This study examined how stigma and dialectical tensions affect information sharing by gay men. One specific area that was investigated is the use of interpersonal boundary spanning techniques in managing information related to being gay. The research used a qualitative, interpretive method to gather and analyze data from eleven in-depth interviews. An interview schedule was developed based on the critical incident technique in order to focus the interviews on specific events and direct observation. The questions in the interview covered individuals experiences with sharing their sexual orientation with someone else for the first time, times when they have specifically chosen to share or not share their orientation, boundaries that exist between the GLBT community and the larger community in which it resides, and techniques used when sharing general information about being gay. The data was analyzed for relational themes described by Owen (1984) as those that emerge through recurrence, repetition, and forcefulness. The themes that emerged were how stigma affects coming out both initially and continuously, managing stigma and dialectical tension, and techniques used in interpersonal boundary spanning. Two major contributions emerged: the relationship between stigma and intrapersonal dialectical tensions, and interpersonal boundary spanning. Stigma can change how easy it is to manage intrapersonal dialectical tensions, such as a normal-different tension. Interpersonal boundary spanning can help the stigmatized individual to demonstrate his normality, and interpersonal boundary spanning helps to reduce stereotyping and negative perception of the stigmatized group.