In Search of Civility: Higher Education and the Discourse of Disdain

Autor/in	Mitchell, Candace
Titel	In Search of Civility: Higher Education and the Discourse of Disdain
Quelle	In: Taboo: The Journal of Culture and Education, 8 (2004) 2, S.5-27 (23 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1080-5400
Schlagwörter	Stellungnahme; Deans; College Administration; Human Resources; College Faculty; Communication (Thought Transfer); Low Achievement; Discourse Communities; Collegiality; Urban Universities; Case Studies; Discourse Analysis; Power Structure; Sanctions; Personnel Policy; Organizational Culture; Culture Conflict + Suchen Sie Ihr Suchwort? Dean; Dekan; College administrators; Hochschulverwaltung; Humankapital; Fakultät; Communication; thought; Kommunikation; Gedanke; Unterdurchschnittliche Leistung; Kollegialität; Case study; Fallstudie; Case Study; Diskursanalyse; Sanction; Sanktion; Personalpolitik; Unternehmenskultur; Kulturkonflikt
Abstract	In this article the author discusses the communicative encounters--oral and written--between members of two discourse communities--human resources (HR) and faculty--housed within an urban university in the Northeast. The author focuses on one individual's attempts to articulate and impose a component of her community's implicit rules for behavior upon a member of the faculty. The author argues in this article that the over-bureaucratization that has become so much a part of academia serves to undercut a culture of collegiality--and this is but one of the discourses of the academy--that has, since the Medieval Period, dominated faculty practices. In essence, the author presents a case study and a series of discourse analyses of oral interactions and written communications between two members of HR and two faculty members. The author's analysis draws from the framework of critical discourse analysis that defines power in terms of "control," and more specifically situates "social power" within groups or institutions. With this in mind, the struggle to be analyzed must be understood, not as an argument between individuals, but as an ideologically driven, socially-constructed movement on the part of one community within an institution to integrate its tacit laws, rules, habits, norms, and general consensus in such a way that the hegemonic practices represented emerged cloaked in an institutional validity that was seemingly taken-for-granted across the institution. The series of exchanges and written communiques from a HR staff member, a dean's actions, and her response in writing to the HR staff member are analyzed as well. (Contains 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10