Archives mensuelles : février 2017

Headquarters-Subsidiary Relationships from a Convention Theory Perspective: Plural Orders of Worth, Arrangements and Form-Giving Activities

Julia Bandl and Anna Schneider (2017)

In: Dörrenbächer, Christoph/Geppert, Mike (eds.): Multinational Corporations and Organization Theory: Post Millennium Perspectives (Research in the Sociology of Organizations, Volume 49). Emerald Publishing, pp. 295-324.

Abstract. How headquarter (HQ) and subsidiary actors end conflicts and reach agreements is an important but still under-researched question in multinational corporations (MNC) literature. This conceptual article approaches these conflict dynamics from the Convention Theory perspective. Convention Theory draws attention to justice principles (known as “order of worth”) and to the material aspects in relations between MNC actors. We offer a framework that contributes to HQ-subsidiary relations research in three ways: (1) it links conflicts to justice principles, (2) it enriches the understanding of the stability of agreements, and (3) it sheds light on the activities needed for realizing preferred arrangements.

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Special issue of the Journal of Social Science Education

There will be a special issue of the Journal of Social Science Education “Educational Governance of Social Science Education and Citizenship in School: Transformations, Conventions, Justifications and Regulations” which will explicitly address conventionalist perspectives/convention theory.

The issue will be edited by Andrea Szukala (University of Münster, http://www.uni-muenster.de/Soziologie/personen/szukala.shtml) and Reinhold Hedtke (Bielefeld University, http://www.uni-bielefeld.de/soz/ag/hedtke/).
http://jsse.ub.uni-bielefeld.de/index.php/jsse/announcement/view/20

“Recent transformations of the political and socio-economic landscape in Europe and in non-European systems have critical impact on the arrangement and on the justification of civic education in and outside schools. Political, cultural and religious radicalisation, political populism, societal polarisation, inequality, globalisation and migration, challenge educational institutions as well as actors’ common conventional practices and understandings. This translates into conflicts about the educational governance of the political at all levels of the educational system. Domain specific educational governance involves a wide range of modes of regulation of citizenry in school, which we understand in a very broad sense.

This volume addresses ideational, justificatory, regulative and cultural dimensions of this transformation at different levels and in different contexts of the educational system with a special focus on schools, teaching and teacher education. It questions the political and administrative mobilisation of school education for purposes of social inclusiveness, democratic involvement and economic conformance. The thematic issue calls for deeper analyses of the underlying justifications and assumptions, guiding educational conventions and ideologies, processes of quality ascription, corresponding policies, practices and vested interests. It welcomes papers of different formats, such as theoretical and conceptual papers, policy and curriculum analyses, comparative historical analyses, process tracing and discourse analyses as well as actor-centred empirical school and classroom research.

We are reluctant to impose a rigid framework but we would be especially interested in knowing how authors respond to one or more of the following questions:

  •     Which theoretical approaches allow an appropriate understanding of the meta-level of educational governance of citizenship including economic citizenship?
  •     What are key empirical findings of current educational governance in the field of citizenship?
  •     What are the main normative contexts and patterns of legitimisation of the recent transformations of citizenship education?
  •     What is the relationship of educational governance of citizenship in schools to economic, political and social interests?
  •     What are the main tendencies and conventions of today’s educational making of the ‘good citizen’ and the ‘good economic citizen’ in a historical and/or comparative perspective?
  •     What can be learnt from comparative case analyses of subsequent educational transformations in these fields?
  •     How can the current moralisation of social science and citizenship education, namely the shifts between religious and civic education in Europe and North America, be analysed and explained?
  •     How are conflicts about the educational governance of citizenship connected with specific outcomes of civic education?

The issue will contain:
An editorial in which key themes are highlighted and articles are briefly summarized;
6 articles of between 6-9000 words;
2-4 book reviews (each approximately 4-800 words long) on issues to do with transformations of educational governance of social science education and citizenship in school.

The focus of the special issue will be education but the editors will welcome theoretical and other material that allows for consideration of issues using insights from a range of academic disciplines and areas (e.g. économie des conventions or sociology of conventions, sociology of education and sociology of knowledge; political science; ethnography of education etc.).”

Important: deadline was prolonged and will now be 31 of May 2017.