Difference between revisions of "Mehan1987"
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{{BibEntry | {{BibEntry | ||
|BibType=ARTICLE | |BibType=ARTICLE | ||
| − | |Author(s)=Hugh Mehan; | + | |Author(s)=Hugh Mehan; |
| − | |Title=Language and | + | |Title=Language and power in organizational process |
| − | |Tag(s)=EMCA; education; students classification; | + | |Tag(s)=EMCA; education; students classification; |
|Key=Mehan1987 | |Key=Mehan1987 | ||
|Year=1987 | |Year=1987 | ||
| Line 12: | Line 12: | ||
|URL=http://www.tandfonline.com/doi/abs/10.1080/01638538709544679 | |URL=http://www.tandfonline.com/doi/abs/10.1080/01638538709544679 | ||
|DOI=10.1080/01638538709544679 | |DOI=10.1080/01638538709544679 | ||
| − | |Abstract=Recognizing that “the core of the problem is to link (inter)action and structure without reducing one to the | + | |Abstract=Recognizing that “the core of the problem is to link (inter)action and structure without reducing one to the other“ (DiTomasi, 1982, p. 15), the language of groups of educators as they make decisions about how to classify students is examined. Circumstances which originate outside the institution (governmental policies, fiscal and legal considerations) interact with local circumstances (the practical project of processing cases, getting done with the work at hand, arranging teaching schedules) to influence the work of formal organizations. Plotting the reflexive relationships between structure and interaction presents a faithful rendition of the organization of social life in bureaucracies. |
}} | }} | ||
Latest revision as of 07:27, 21 October 2019
| Mehan1987 | |
|---|---|
| BibType | ARTICLE |
| Key | Mehan1987 |
| Author(s) | Hugh Mehan |
| Title | Language and power in organizational process |
| Editor(s) | |
| Tag(s) | EMCA, education, students classification |
| Publisher | |
| Year | 1987 |
| Language | |
| City | |
| Month | |
| Journal | Discourse Processes |
| Volume | 10 |
| Number | 4 |
| Pages | 291–301 |
| URL | Link |
| DOI | 10.1080/01638538709544679 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | |
| Chapter | |
Abstract
Recognizing that “the core of the problem is to link (inter)action and structure without reducing one to the other“ (DiTomasi, 1982, p. 15), the language of groups of educators as they make decisions about how to classify students is examined. Circumstances which originate outside the institution (governmental policies, fiscal and legal considerations) interact with local circumstances (the practical project of processing cases, getting done with the work at hand, arranging teaching schedules) to influence the work of formal organizations. Plotting the reflexive relationships between structure and interaction presents a faithful rendition of the organization of social life in bureaucracies.
Notes
