Course Description In this course, we will explore the question of the actual and potential connections between democracy and education. Our focus of attention will be placed on a critical examination of democratic theory and its implications for the civic education roles and contributions of teachers, adult educators, community development practitioners, and community organizers. We will survey and deal critically with a range of competing conceptions of democracy, variously described as classical, republican, liberal, radical, marxist, neomarxist, pragmatist, feminist, populist, pluralist, postmodern, and/or participatory. Using narrative inquiry as a means for illuminating and interpreting contemporary practice, we will analyze the implications of different conceptions of democracy for the practical work of civic education.

Democracy and education.

This research was supported by several companies affiliated with the Stanford Integrated Manufacturing Association. Research assistance was provided by Emmeline DePillis. An earlier version of this paper was presented at the 1991 Academy of Management meeting. Several colleagues have helped us clarify the argument, in particular, Chris Argyris, Warren Bennis, Ed Lawler, Dick Scott, and Bob Sutton. We owe thanks too for helpful comments from Lotte Bailyn, Daniel Bell, Alan Kantrow, Melvin Kohn, Arie Lewin, Walter Nord, George Strauss, Marcie Tyre, Bart Victor, and Mayer Zald. This version owes much to the insightful comments of Steve Barley and the referees. This article proposes a conceptualization of workflow formalization that helps reconcile the contrasting assessments of bureaucracy as alienating to employees or as enabling them to perform their tasks better. Interpreting formalization as an organizational technology, we use recent research on the design of equipment technology to identify two types of formalization-enabling and coercive. Whether the impact of formalization on employees' attitudes is positive or negative is, we argue, a function of whether that formalization enables employees better to master their tasks or functions as a means by which management attempts to coerce employees' effort and compliance. We identify some forces that tend to discourage the enabling orientation to the benefit of the coercive orientation, as well as some persistent countertendencies that encourage the enabling orientation. We suggest some ways in which this typology can be extended beyond workflow formalization to other facets of bureaucracy such as internal labor markets, hierarchy, and the role of staff functions.*

https://www.jstor.org/stable/pdfplus/2393986.pdf

Two Types of Bureaucracy: Enabling and Coercive.

We test whether significant differences in mental illness exist in a matched sample of Mental illness and the criminal justice system. In T. L. Scheid T. N. Brown (Eds.), A handbook for the study of mental health: Social contexts, theories. Find 9780521567633 A Handbook for the Study of Mental Health : Social Contexts, Theories, and Systems by Horwitz et al at over 30 bookstores. Buy, rent. A review of mental health problems in fathers following the birth of a child. for the study of mental health:Social contexts, theories, and systems (2nd ed., pp.

A Handbook for the Study of Mental Health: Social Contexts, Theories, and Systems

This study examines the main and interactive effects of role stress, job autonomy, and social support in predicting burnout and turnover intention among social workers. This study included a subsample of 346 social workers identified from a cross-sectional random survey of 1,500 California state-registered social workers. Adjusted for age, gender, organizational tenure, and annual salary, structural equation analyses revealed that role stress had a positive direct effect on burnout. The variables of social support and job autonomy had a negative direct effect on turnover intention, but not on burnout. Results showed that job autonomy interacted with role stress in predicting burnout, while social support interacted with role stress in predicting turnover intention. Study results suggest that creating decentralized job conditions is essential for preventing burnout, and that building supportive job conditions is needed to retain social workers who are experiencing high role stress.

Burnout and Turnover Intention Among Social Workers: Effects of Role Stress, Job Autonomy and Social Support

Although the teleworking literature continues to raise concerns regarding the adverse consequences of professional isolation, researchers have not examined its impact on work outcomes. Consequently, the authors first examine professional isolation's direct impact on job performance and turnover intentions among teleworkers and then investigate the contingent role of 3 salient work-mode-related factors. Survey data from a matched sample of 261 professional-level teleworkers and their managers revealed that professional isolation negatively impacts job performance and, contrary to expectations, reduces turnover intentions. Moreover, professional isolation's impact on these work outcomes is increased by the amount of time spent teleworking, whereas more face-to-face interactions and access to communication-enhancing technology tend to decrease its impact. On the basis of these findings, an agenda for future research on professional isolation is offered that takes into account telework's growing popularity as a work modality.

The impact of professional isolation on teleworker job performance and turnover intentions: does time spent teleworking, interacting face-to-face, or having access to communication-enhancing technology matter?

Two hundred and seventy five randomly selected social workers who were practicing in Massachusetts in 1988 were studied to better understand burnout and job satisfaction. The findings from hierarchical multiple regressions revealed that perceived lack of autonomy and the influence of the funding sources are major contributors to burnout, and perceived autonomy and bureaucratization are major contributors to job satisfaction. The findings challenge the assumption that bureaucracy is the most efficient form of organization and question the ideological and social control functions of organizations. A focus on the effects of the organizational structure as it contributes to burnout and job satisfaction is suggested for policy, practice, and professional decisions.

Social Structure, Burnout, and Job Satisfaction

Burnout is frequently looked upon as a private trouble with individual and self-healing solutions. This paper emphasizes burnout as a public issue, and provides a framework for assessment of the human service workplace as it contributes to burnout. It proposes an agenda of social action strategies for changing the conditions that contribute to burnout.

Burnout and Social Action

This chapter provides two case studies of projects in the United Kingdom and United States using a social action approach to encourage youth participation and civic engagement. The authors provide a snapshot of U.K. and U.S. policy related to inclusionary practice in youth development work, along with testimony from youth participating in the two community development initiatives. As part of the positive youth development approach, youth inclusion is seen as a key to policy, programs, planning, and practice with young people. Educators, researchers, and practitioners using participatory methodologies have continued to move the youth development field forward. Social action provides a theory and practice that enhances community building, social cohesion, and positive youth development.

Young people and social action: youth participation in the United Kingdom and United States.

a 1993 national conference in Los Angeles focusing on diversifying the university curriculum, a panel of non-tenured faculty of color from local institutions voiced deep frustration at their experiences in the wake of the previous year's riot/rebellion. After responding to multiple demands from communities, government agencies, and the media for analysis and assistance in relation to the complex racial, cultural, economic, and political dynamics during that crisis, they discovered that their heroic interventions counted for little in their annual reviews. Penalized by their institutions' traditional reward systems, they each had privately concluded that genuine leadership in responding to Rodney King's question of the decade {Can we all get along?) would not come from universities. In Creating a New American College, Ernest Boyer wrote that institutions of higher learning must join in the effort to rebuild their communities, not just for moral reasons but also out of enlightened self-interest. The long-term futures of both the city and the university in this country are so intertwined that one cannot or perhaps will not survive without the other. Recalling Boyer, Jerry Gaff, vice president of the Association of American Colleges and Universities, recently advised faculty and students engaged in revising the general education requirements at one university that their success would depend on whether the curriculum adequately linked critical issues of society with the classroom. These ideas are not new. In the 1930s, John Dewey emphasized that school and society are one that higher education is intertwined with what he termed the "dilemmas" and the "perplexities of its time." Dewey and others since have argued that real advances in knowledge occur when educational institutions focus on those central issues facing contemporary society. Current reform efforts in higher education each reflect and extend this tradition, albeit in largely separate and relatively marginalized ways. Consider Boyer' s redefinition of scholarship and Ernest Lynton's articulation of criteria to assess faculty professional outreach activities. How have these efforts intersected with the lessons and interests of Campus Compact members and others committed to service learning and experiential education in the curriculum? And what relationship do any of these activities have with the demands for expansion of Ethnic Studies in the curriculum articulated by Evelyn HuDehart or Jesse Vasquez? It was clear at the Los Angeles conference that situations might have evolved differently for those faculty of color if Boyer' s definition of applied scholarship or Lynton's views of professional service had influenced the review criteria at their institutions. Similarly, they might have found greater support if their community interventions had been linked to teaching in the service-learning programs of their institutions or if they had been affiliated with their institutions' Ethnic Studies programs. This was not the case, however. Instead, a cadre of energetic junior faculty found themselves becoming increasingly cynical about their own roles while the communities were left without further access to crucial resources during a time of dire need. Rodney King's question has continued to echo since that Joan Arches is Assistant Professor in the College of Public and Community Service at UMass Boston and an advisory board member for CIRCLE Boston; Marian Darlington-Hope is Associate Dean of the College of Public and Community Service and CIRCLE'S site coordinator at UMass Boston; Jeffrey Gerson is Assistant Professor in Political Science at UMass Lowell and the facilitator of Lowell CIRCLE'S Political Leadership Trainings; Joyce Gibson is Assistant Professor in Education at UMass Lowell and the facilitator of Lowell CIRCLE'S Educational Leadership Trainings; Sally Habana-Hafner is an Instructor in the Center for International Education at UMass Amherst and the site coordinator for CIRCLE in Western Massachusetts; Peter Kiang is an Associate Professor in Education and Asian American Studies at UMass Boston and CIRCLE'S co-principal investigator.

/pdf/new-voices-in-university-community-transformation-21wnwzxyzc.pdf

New Voices in University-Community Transformation.

We are two Associate Professors in the College of Public and Community Service, University of Massachusetts, Boston. We are committed to community engagement, social justice, and education for social change. Our students are adults from urban, working class backgrounds similar to the community in which we are located. Through collaborative service learning classes, our efforts are geared toward providing links between community and campus in ways that respect the expertise and needs of all participants. By incorporating Participatory Action Research (PAR) into service learning classes, we have found we can develop meaningful partnerships that promote experiential learning, community building, and changes in power relationships. While this is never easy, for us it is the most gratifying type of teaching, learning, and research. It is our hope that by writing about our experiences, we will highlight the difficulties, and promote a dialogue on methods and approaches to enhance this work.

Joan Arches

Papers

Social Structure, Burnout, and Job Satisfaction

Burnout and Social Action

Young people and social action: youth participation in the United Kingdom and United States.

New Voices in University-Community Transformation.

Dilemmas for University-Community Partnerships and Service-Learning: