The Effect of Leader-Member Exchange Differentiation Within Work Units on Coworker Exchange and Organizational Citizenship Behaviors

The concept of leader-member exchange (LMX) is predicated on the notion that leaders have differing quality relationships with each subordinate, leading to the formation of an ingroup and an outgroup. This suggests that for a sophisticated understanding of the impact of LMX relationships on individuals’ sentiments and behaviors, followers’ perceptions of the collective set of workgroup LMX relationships may be as important as their individual LMX relationships. This research examines employee perceptions of LMX across 67 work units, and investigates how these perceptions relate to coworker exchange (CWX) relationships and organizational citizenship behavior (OCB). Results indicate that CWX is strongly, positively related to the LMX of the participant and their colleagues. A significant, positive relationship between measures of CWX and OCBs directed toward the work unit, but not the organization, was also observed.     

Corporate Historical Responsibility (CHR): Addressing a Corporate Past of Forced Labor at Volkswagen

This article introduces corporate historical responsibility (CHR), a concept that can guide organizations when addressing dark corporate histories. CHR holds that organizations have responsibilities toward victims of past corporate practices and toward present reconciliatory discourse. Volkswagen's discourse about its history of forced labor during WW II serves as an example of CHR. The rhetorical analysis illustrates that CHR hinges on the recognition of the past as a moral issue and on the organization's ability to create historical accountability, take responsibility, make public acknowledgements, and remember its past. It further illustrates that CHR creates sustainable policies that can strengthen corporate citizenship and serve as a means of (re-)legitimation. In order to repair broken relationships, the article concludes, organizational leaders need to overcome primary concerns with liability and invest in a shared and long-term CHR process that creates spaces for ongoing discourse about the past.     

A Critical Literacy Frame for UK secondary education contexts

This paper presents a pedagogical, analytical and heuristic tool for the critical analysis of texts, the Critical Literacy Frame, developed through a critical textual and discourse analysis of the genre of broadcast adversarial political interviewing, further informed by questionnaires and interviews with key informants. It is grounded in a social‐constructionist orientation to language, and is underpinned theoretically by insights from Critical Discourse Analysis and Critical Literacy. The potential for such a frame, in the context of UK secondary education, particularly with reference to A level English Language and Citizenship, is considered and recommendations for pedagogy, curriculum, teacher‐education, policy and further complementary research are offered.     

The Democratic Balance: President McKinley's Assassination as Domestic Trauma

As an ideal, democracy has long been understood as a balance between oligarchy and ochlocracy. In practice, this balancing act has to be articulated within specific socio cultural contexts. This essay examines one such articulation in the discursive response to the assassination of President McKinley in 1901 at the hands of self-proclaimed anarchist Leon Czolgosz. It does so by understanding McKinleyapos;s death as domestic trauma—a shocking event that threatened the nation's democratic identity. In response to this traumatic event, this essay ultimately argues a rationalizing discourse emerged that scapegoated the shooter as a weak-minded immigrant and offered a vision of democracy that required citizens have the fitness to rise above group identities and passions and take on the sober-minded responsibility of self-governance.     

Spheres of citizenship: The role of distinct perceived threats in legitimizing allocation of political, welfare and cultural rights in Israel

The question of who is excluded from full citizenship stands at the heart of the political and scholarly debate. This issue is highly relevant considering the gap between those whose substantive citizenship is taken for granted and various “strangers”. This paper addresses the issue by exploring the motivations that shape patterns of exclusion from full citizenship. The aim is to understand the attitudes of the dominant group regarding allocation of different kinds of rights to minorities under the impact of intergroup hostility and threat perception. Looking at dominant group perceptions makes it possible to explore the role of economic, symbolic and security threat perceptions as antecedents of exclusionist attitudes towards welfare, cultural and political rights for three dissimilar minorities in Israel: Palestinian citizens of Israel, non-Jewish immigrants from the former Soviet Union and ultra-Orthodox Jews. Analysis has indicated that regardless of the dissimilarity between the three minority groups there is a clear pattern of hierarchy of attitudes toward rights allocation. However, only the symbolic threat plays an identical role in shaping these attitudes toward the three groups. These findings emphasize the significance of the cultural dimension of citizenship.     

From civic to citizenship education: Toward a stronger citizenship orientation in the Ethiopian CEE curriculum

Recent research on Civic and Ethical Education (CEE) in Ethiopia has revealed a need for improvement in a number of areas with regard to the current CEE curricula. These materials are currently oriented to a conservative form of civic education than on citizenship education, whose aims are more progressive. The essential problem identified in the present study is that CEE content does not match the Ethiopian Ministry of Education’s stated goals for CEE, including the promotion of global citizenship. An inductive method was used to categorize themes found in the CEE curricula and textbook, which were analyzed with reference to Tawil’s (2013) framework for education for global citizenship. A concept in textual analysis known as ‘internal critique’ was also utilized to identify inconsistencies in the materials between the stated aims of the CEE program and the textbook content itself. The analysis revealed three main characteristics of the CEE textbooks, namely, an emphasis on sovereignty, patriotism, and responsibility; ambivalence to Ethiopia’s independence from/dependence on wealthier nations, and abstraction in CEE content. This content does only partially match the Ethiopian government’s stated aims for CEE. The findings of this study suggest that the content of the ethical dimension of Ethiopia’s CEE curriculum could be greatly improved through the inclusion of content that reflects an emphasis on citizenship education. Such an approach is more progressive than civic education and promotes a more learner-centered and critical orientation to ethical issues on the part of students within the framework of Global Citizenship Education (GCE).     

Political assumptions underlying pedagogies of national education: The case of student teachers teaching ‘British values’ in England

Teacher education in England now requires that student teachers follow practices that do not undermine “fundamental British values” where these practices are assessed against a set of ethics and behaviour standards. This paper examines the political assumptions underlying pedagogical interpretations about the education of national identities through documenting how a group of student teachers uphold the institutional demand of promoting fundamental British Values in relation to their discursive constructions of Britishness. Empirical data exemplifies potential political understandings guiding educational practices. Analysis suggests that pedagogies of national education are mediated by (i) educators’ understandings of the nation as an essential entity or a social construct and (ii) their understanding of national identities as being open or closed to competing interpretations. The paper concludes by examining implications of different political and pedagogical positions for practice and research.     

Dealing with difference in the divided educational context: balancing freedom of expression and non-discrimination in Northern Ireland and Israel

It has long been established that an effective citizenship education in a multicultural society must incorporate some exposure to a variety of views on different topics. However, the ability and willingness to deal with difference relating to controversial matters of national identity, narrative and conflict vary. This is not least the case in the ethno-nationally divided and conflict-affected jurisdictions of Northern Ireland and Israel. This article relates qualitative research conducted among students, teachers and policy-makers in these two jurisdictions that explores the area of dealing with difference within citizenship education. Using the starting point of a framework based on international law on education, the article goes on to consider how freedom of expression and non-discrimination are variously interpreted and balanced when exploring controversial issues in the classroom of a divided society.     

企业公民理论与实证研究动态

企业社会责任一直是理论界和企业界关注的话题。企业公民是企业社会责任与利益相关者理论相融合的产物,先是由公司在实践层面运用,然后得到了政府的推动,最终激发了学者们的研究热情。企业公民的概念由初期的局部观逐步发展到目前的营销工具观和战略投资观,企业公民思想的发展历经初始、参与、创新、整合和转型五个阶段。企业公民思想发挥作用需要具备一定的制度条件。企业公民既是对企业社会责任思想的继承和发展,更是对企业社会责任思想的突破和创新。