Are Transformation and Power Shifts All of Nothing Events?

Jacqlyn S. Triscari is presenting this session. Her answer to the session title is simply, no! The purpose of her qualitative research study is about the role of power and shifts in power that occur in an organization during an organizational transformation. How is the transformation process intertwined with shifts in power, and issues in and around power? She spoke about organizational change as the main framework, and then organizational development (OD, which is a policy and procedure way of managing change that comes from senior management) and organizational transformation (OT, which addresses issue of culture and people).

She addresses issues of critical reflection and altering values / assumptions / beliefs. She used a case study, which was a non-profit that provides services for people with developmental disabilities. With her case study,  she interviewed senior management, documents monthly newsletters as DVDs where senior management spoke, interviews with workers, and focus groups.

Her theoretical framework was Critical Organizational Theory with a Postmodern Lens. She did a spin on mainstream organizational theory (Abel, 2005), which is generally around maintaining the status quo. She then added critical theory, specifically critical management studies and critical HRD (cf. Alvesson & Wilmott, 1992). Jacqlyn did a nice job explaining these critical organizational theories and how they merge into transformative theories. Critical Organizational Theory and its view of power assumes power from society spills  over to organizations, diversity is seen broadly and includes many organizational factors, some people have more voice than others, and power is repressive and a negative entity. Postmodernism includes multiple views, perspectives, and voices that are encouraged, deconstruction is used as a teaching, learning, and questioning tool, context is crucial, no preferred ways of thinking, and solutions (even temporary ones) are sought. Needless to say, based on my blog’s subtitle, this is something I am really interested in. Postmodern organizational theory posits power that exists, though it is not good or evil, and this is based on the work of Foucault.

I asked a question about how deconstruction was done within the organizations; she will come back to this and respond later.

There is a lot of research on (planned) change (OD change), but less on organizational transformation with its issues of power.

She used a Spiral of Analysis (cf. Cepeda & Martin, 2005)—she did an analysis and then brought the findings to more people in the organization to test them out. This process reminds me of the PDSA (Plan – Do – Study – Act) cycle in the performance improvement literature.

One of the fundamental things that she learned from the workers within the organization—they followed what management told them to do (policies), unless they knew they were wrong. This was in part linked to the CEO’s initial tea and cookie session, when the CEO told the workers that sometimes you stand alone when you are right. The CEO gave a list of values, and asked the employees to accept the one(s) they thought were right and agreed with.

She was then asked at the end to reflect on what she learned and how she has changed (reminds me of my Lancaster paper I submitted last week and am now revising). One of  the items is that maybe power does not follow organizational lines. There is more than one “reality” to any event. In this way, everybody can be right.

A person in the audience recommended a Sage text by Dvora Yanow – Conducting Interpretive Policy Analysis, that may be useful for this style of research.

Guerilla Girls and Raging Grannies: Critical, Informal, and Performative Pedagogy

The presenters ran into the room with masks on. I love it, active engagement to grab our attention right from the beginning. They then spoke about various statistics about women in academic positions. Susan L. Bracken, Jennifer A. Sandlin, and Robin Redman Wright.

This work comes from the theoretical perspective of performance ethnography and critical performative pedagogy (from the work of Denzin). It involves action and perform works that demonstrate issues of social justice and critical issues. Reminds me of QI2009 last week, where there was a lot of this, especially from the area of communications studies. Denzin calls this critical theatre.

Another framework they use is culture jamming, which is a form of critical performance pedagogy. This is the recreation of cultural messages with reframing accepted meanings. This takes mass produced messages and turning them on their heads for reexamination. It is linked with performance art. Not familiar with this, so something to look into. I wonder who the theorists in this area are . . .

This involves the performance, the performers, and the audience—how they experience their learning.

Feminist performative pedagogy is also being used. It is the exposure to these sorts of frameworks and performance that I so like AERC.

Ooh, just heard Gramsci mentioned. Sweet. Too bad they started their session in such an exciting way, but now we are just being read to / at. I know, a lot of theory to review so we understand their work. While the slides are nicely open, I wish the excellent reading would be more conversational in tone, rather than the same traditional reading that seems so counter to performative pedagogy.

They are now discussing performative experiences and embodied public pedagogy, such as Adbusters,  Reverend Billy, the Guerilla Girls, Raging Grannies, and The Skinny Bitch. Really interesting cultural references, especially nicely tied here to adult education while being on the heels of the opening session this morning. I have never seen any of these groups, though I have heard of a few of them.

The three core strategies (of the Guerilla Girls) include:

  1. mimicry
  2. re-visioning of history
  3. strategic juxtaposition

There are some nice video clips that are being shown, to illustrate the work of these performative artists.

A lot of their strategies  cam from Ida B. Wells, another person I do not know and will have to look up.

The Raging Grannies take a different perspective. Their hook is being in your face and doing it in a sweet way (such as having tea parties, use humor, and resist gender and age stereotypes). They dress as grannies, and do not come across in threatening ways. They almost seem to push their points with kindness. In a way, this reminds me of that character in Ally McBeal, who when angry just smiled until his opponents lost their cools.

I bought on the recommendation of my doctor, who spoke very well about the drug. The tranquilizer is a tool of a new generation which does not cause drowsiness, does not cause a withdrawal syndrome, is not addictive, is a Z drug. The drug preferably has an effect on serotonin and dopamine receptors, the stimulation of which causes the antidepressant effects.

The videos from the Raging Grannies seem to involve singing, with their granny costumes, do not appear terribly threatening.

Now they have a Denzin quote from a work in press where he quotes Conquergood. In many ways, the references to Denzin demonstrate how much critical pedagogical work outside formal adult education can be useful for helping adult ed move forward as a field.  Why not borrow (or even partner) with other colleagues and disciplines to move the field forward.

The session ends with a performative work, An Answer to a Man’s Question, “What Can I Do about Women’s Liberation.”

The first question was about how do the presenters use performance ethnography in their classes. They have students perform what they are doing. Cross dressing students to discuss gender roles is done in some of the classes, especially with reading scripts or doing skits. The authors play with many forms of performativity in their presentation today. The audience and the performers can co-create and co-perform / experience they meaning within the texts.

Adult Education Research Conference (AERC) 2009 – Significant Opening Plenary

The opening plenary session for AERC2009 is taking place in the Chicago Cultural Center, what a beautiful and optimistic location to begin the 50th Anniversary AERC. This is the 3rd of these conferences I have attended, and I have felt this is one of my professional homes. I always like how this conference, in addition to all the wonderful sessions and past and future colleagues I have worked with from here, has a focus on critical theory, social justice, and the political implications of education. I was attracted to this organization initially because I agree that education, and adult education in particular, is focused around teaching and learning as both a means and a enabler of power and positionality.

This reminds me of one of the reasons why I engage in liveblogging at academic (and professional) conferences. I believe this is an opportunity to both engage in autoethnographic work as well as to co-participate in the conference itself. What could be a more engaging and democratic experience.

I like how the conference bags that were donated by Jossey-Bass were made from recyclable materials. National Louis University, the host institution, even provided all the conference attendees with water bottles in a further effort to be green (no individual bottles here!).

Nice discussion about the merger of theory and practice with adult education that is being discussed right now. Interesting that the adult education program at National Louis University lives within the school of arts and sciences.

There have been several references to Elizabeth Peterson, who was the conference organizer before she passed away very recently (RIP).

The panel presentations are now beginning, after the opening remarks concluded and the housekeeping issues were addressed.

  • Edgar Boone is now speaking, and he started working with adult education 58 years ago. He speaks about how he got into the field, started to work in academia, and early work with Malcolm Knowles. He said that adult education has had a powerful effect on social justice within the US. He also said that we (the field of adult education) has done a lousy job communicating who we are and what we do. He acknowledged that our departments are dropping like flies, and unless adult education as a field becomes more politically connected on campuses and within governmental funding bodies. I agree with him completely. Adult education, I believe, will perish as a formal department-based program, merging into higher education programs or, which I believe will be much better, into programs such as cultural studies. I think I need to blog about this more thoroughly. Edgar is now talking about the need for a research agenda for the field, and ask ourselves how to rebuild the profession. Goodness, this reminds me of the DPE (Delta Pi Epsilon) organization I used to be a member of, where the focus seemed to be on what was rather than where we are going. Edgar is making a wonderful point, and I find him very refreshing.
  • Phyllis Cunningham is now speaking. She is speaking how adult education has always been more among the more conservative of fields, really run by the numbers. She mentioned that issues of social justice and power and positionality comprise the core of adult education, though the field has now transitioned to program planning, evaluation, and adult learning as the core of graduate programs. Freire was translated into English in the early 70’s, and then after that critical theory, Habermas (even taken out of context and in pieces), and Miles Horton (among others) became the focus. The field gradually became more inclusive (not just white men) and international. She is now speaking about the various caucuses and pre-conferences that were organized. She is now speaking about the failures of our own association that did not even publish its own policy paper (written by Jack Mezirow). The counter-hegemonic forces grew, but then education in HRD and higher education have taken the focus and emphasis. Phyllis mentioned that President Obama’s emphasis is where the change is happening, not in here (field of adult education). As she said, everything can be critical, as long as the power structures do not change. How right she is. She is not hopeful for our field.
  • Alan Knox is now speaking. Amazing he facilitated the first AERC 50 years ago. Nice that he is standing in from of the panel table and is directly speaking with and engaging us (even without notes – wow). He is very articulate, though somehow I am not able to really focus on his words; I am still so focused on Edgar and Phyllis, both of who stated what I have been thinking about the future of the field. He even mentioned AAACE, which is an organization to which I used to belong, but have since left due to its ambiguous nature and shrinking membership.

Now, an opportunity for conversation and dialog. Great question about how to afford all these conferences. A wise use of technology to blend with the live experiences is a possibility. Kathy King is adding a good point about having virtual conferences and presentations. Interesting discussion about how the GRE is a racist test, and how the differences between outcomes-based assessments (which are recognized) as opposed to issues of social justice in education. Alan Knox is now speaking about identifying measurable outcomes for adult education. The issue of having discussion boards and continued online work is a significant. Do I hear a need for a community of practice apart for the conference.

I have heard a number of mentions of the future of adult education,especially after the 50 years of AERC and want to try to list them in my own words:

  • Become more political (both from a critical theory and activist perspective as well as connected to the governmental and national bodies)
  • Remember the roots
  • Differentiate ourselves
  • Determine and articulate the WIIFM (What’s In It For Me) – how and why should the field remain? What does it add? What makes it different? Is there still a need?
    • expanding on this point, this may just be a good position paper for the field, even to the point of creating an “elevator speech” for what it means to be an adult educator
  • Consider how adult education can more actively understand itself, especially in relation to other fields and areas (anybody hear of cultural studies, communication studies, e-research, technology, online education, nursing education, gender studies, performance studies, and sociology?)

What to do for a field in need of renewal. Hope my colleagues

Unwell; Too Much Learning?

Last night I struggled home (or to the hotel, at least) after the AERC 2009 pre-conference yesterday that was facilitated by my colleague, Matt Eichler. Here it was, 4:00 in the afternoon, and I had recently gotten a headache greater than any I recall experiencing before. It was so bad it put me to bed, finally to get up a bit after 10 pm (even without dinner, good gods!). The pre-conference was excellent (with Andre P. Grace, Tonette Rocco, and Kathy King, among others, how could it be otherwise?). The papers and presentations were all wonderful (I liveblogged them, of course), the conversations were good, ideas were shared, research interests were focused, and new possibilities were considered.

With such a good day, what happened? Perhaps back-to-back conferences are taking a toll on me? Perhaps the heat in the room (how I abhor sitting in a constant oppressive hot room, it recalls getting bronchitis a few years back in July) contributed? Anxiety with a third paper to present literally in a week’s time period? Maybe the work I am doing with the doctoral class I am teaching at Pace University right now and is mostly being facilitated by my teaching partner (Lucille, you are wonderful!; everything else stops for me this weekend, and then I can fully attend to our class to give you a break)? Perhaps my head just could not take any more new ideas that I could employee a room of research assistants to help me realize? Perhaps I am just learning too much too quickly?

As I am getting ready to leave for today’s session, I take consolation in my planned reflection and recharge this evening—I am treating myself and will visit the Art Institute of Chicago. Art always makes me feel better and renewed, especially when it comes with free admission after 5:00 tonight!

Sexual Identity Development Through Performance Art

Ted McCadden (at Penn State) discussed how identity formation occurs through performance work, especially with pop culture and mass communication.

He uses psychoanalytic branches of transformative learning theory (Boyd and Myers, Dirkxx) and critical media literacy as the theoretical overview. Take the transformative learning model and add on how the receiver of the message who receives a message and acts upon it (from critical media literacy and method acting). Add to this how the actor is involved in the process.

American theatre either reflects American culture or satirizes it. In this way, theatre can reinforce the entire hegemonic notions that it seeks to criticize. He is showing various video clips (not a single one, surprise . . .  surprise, do I recognize!).

Method acting has an actor in the center of the I / Me / Character, so the actor feels and experiences what the character is experiencing, in order to make it convincing. How does a character portray something about which they have no experience.

Transformative learning theory focuses on the positive, though what happens when there is negative learning or negative experiences? God questions that were just raised and about which I need to think a lot about.

The discussion around what rights people have with transformative learning, when frames of reference are intentionally challenged.

Verisimilitude—your culture that is the recipient of the message must understand your message. Really interesting concept from method acting.

I think I need to know more about critical media literacy. This is around the mass media, so the people who are receiving the messages are interpreted in our own ways through our own lenses.