Veider küll, kuid on vist keeruline leida suuremat retoorika-praktika kakofooniat, kui hariduse olulisuse rõhutamine ja tegelik praktika organisatsioonides (ja valitsemises). Piisab kui uurida haridusnõudeid avalikes organisatsioonides ning kõrvutada need ametisse nimetamise praktikatega või sotsiaalse elu keerukuse ja haridusnõuete suhte muutumist. Politsei Eestis on siin piisavalt reljeefseks näiteks. Sestap siinviidatud vabalevis olev tekst oma koha leidiski.

Lisaks võiks see tekst huvi pakkuda uurijatele-tudengitele, sest autorid demonstreerivad elegantselt, kuidas on võimalik mingit probleemi analüüsida väga spetsiifilisest perspektiivist (dialektika) ning selliselt uuritavastväga kasulik tähendus esitada.

Kontekstiks:

Proponents of the first of these contrasting perspectives (Utopian sunshine) see organizational learning as a path to empowered agency freeing employees from the shackles of structural power and top-down power flows characteristic of a traditional bureaucracy. Proponents of the second perspective (Foucauldian gloom) understand organizational learning culture itself as a form of ideological power – a ‘workplace nightmare for employees, in which they are exploited in even more devious ways. . . to carry their organizations to competitive success or simply serve the interests of those in power’ (Driver, 2002: 34).

Autorid lubavad:

In this paper we explore tensions and dynamic complexities of the politics of learning in a large public service organization. Our theoretical aim is to contribute a more nuanced understanding of the relationship between learning and power (Collien, 2018; Contu and Willmott, 2003; Harman, 2012) by developing a dialectical approach to the organizational politics of learning.

Perspektiivi seadmine:

From this perspective, organizational learning processes are always embedded in power relations, from which they cannot be separated, and which can enable, facilitate or obstruct them in a variety of ways (Contu and Willmott, 2003; Coopey and Burgoyne, 2000). Power and politics thus cannot be just assumed to be a problem that gets in the way of learning (Argyris, 1990; Senge, 1990), rather they can be thought of as productive and constitutive of learning, as well as disciplinary in relation to it, in a Foucauldian sense (Foucault, 1991).

Politsei-eri:

Organizational learning plays a major role in public sector organizations, and in turn the latter constitute an important, distinctive context for the study of the former (Rashman et al., 2009). This distinctiveness includes differences in purpose, catalysts, motivations and key actors between private and public sectors (Hartley, 2005; Rashman et al., 2009). One central difference is said to be that rather than being driven by profit as the ultimate bottom line, the purpose of public sector organizations is to maximize public value, which involves an intricate balancing of multiple and competing stakeholder interests (Benington and Moore, 2011; O’Flynn, 2007; Rashman et al., 2009).

Politseinike hariduskorralduse dilemmad:

On the one hand, one could say that police officers need to be empowered to learn in order to effectively partake in the unpredictable street-level politics rather than simply (and blindly) learning-to-comply with the letter of the law; that empowering learningto-thrive for all is exactly what should happen in situations in which lives may be at stake. On the other hand, unlimited police empowerment in the context in which lives are often at stake is, for many, the stuff of nightmares rather than dreams.

Lugemishuvi suurendamiseks:

Our key contribution is the development of a dialectical approach to the organizational politics of learning. […] We have noted that, whilst mainstream and critical literatures tend to focus on organizational learning as, respectively, empowering and coercive, and to a lesser extent insurgent, much of the politics of learning in our study converges in the palliative modality, where the emphasis is on learning-to-cope (rather than learning-to-thrive, learning-to-comply or learning-to-resist).

Bristow, A., Tomkins, L., & Hartley, J. (2022). A dialectical approach to the politics of learning in a major city police organization. Management Learning, 53(2), 223–248. https://doi.org/10.1177/1350507621991996