Learning Your Way into a Life of Crime (Fiction): Assessing Sisters in Crime as a Grassroots Learning Organization
AbstractSenge’s (1990) concept of the learning organization is used to provide insights into understanding how learning can occur with grassroots organizations – organizations that emerge from the ground up. This paper draws upon three qualitative research studies to examine how Sisters in Crime (SinC) can be viewed as an example of a learning organization, dedicated to supporting women crime fiction writers and addressing issues of gender inequality. SinC provides an interesting example of a grassroots organization that has evolved to serve the needs of many of its broader membership, while attending to issues of gender and equity. When the central focus on learning is related to social justice issues, members of the organization are more likely to have a strong commitment to the same vision, leading to collaborative and creative forms of learning.
Alexiou, A. (2005). A tale of the field: reading power and gender in the learning organization. Studies in Continuing Education, 27(1), 17-31.doi: 10.1080/01580370500056372
Bailey, F. (2008).African American Mystery Writers. Jefferson, North Carolina: McFarland & Company Inc.
Brown, J.S. (1997) On becoming a learning organization. About Campus. 1(5), 5-10. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2d4a57ba-fbbc-4f6d- adf9-171397ece797%40sessionmgr113&vid=2&hid=125
Fenwick, T. (2003).Learning through experience: Troubling orthodoxies and intersecting questions. Krieger: Malabar, Florida
Freed, J.E. (2001). Why become a learning organization? About Campus, 5(6), 16-21. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3936a42a-f9c8-41af- b77e-645ae92db7b4%40sessionmgr112&vid=2&hid=125
Garvin, D.A., Edmondson, A.C. & Gino, F. (2008). Is Yours a Learning Organization? Harvard Business Review.www.hbr.org pp. 1-16
Gephart, M., Marsick, V., VanBuren, M. & Spiro, M. (1996). Learning organizations come alive. Training and Development, 50(12), 35-45. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=bd287fb0-bfbb-4234-91d8- 05a374bf8251%40sessionmgr10&vid=2&hid=15
Giesecke, J. & McNeal, B. (2004).Transitioning to the Learning Organization. Library Trends. 53 (1), 54-67.Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=e1c92885-0a9a-4cfe-bfb0- 67595ad3b949%40sessionmgr114&vid=2&hid=15
Healy, J. (1992). The rules and how to bend them.p.9-14.In Grafton, S. (1992) (Ed.).Writing mysteries: A handbook by the Mystery Writers of America. Cincinnati, Ohio: Writer’s Digest.
James, P.D. (2009). Talking about detective fiction. Alfred A. Knopf: New York.
Marsick, V. J. (2000). Learning Organizations. In Marsick, V.J., Bitterman, J. & van der Veen, R. From the Learning Organization to Learning Communities: Towards a Learning
Society. (pp. 5-19). Information Series No. 382. ERIC Clearinghouse on Adult, Career, And Vocational Education: Columbus, Ohio.
Marsick, V. J. & Watkins, K. (2001).Informal and incidental learning. New Directions for Adult and Continuing Education, 89, 25-34. Retrieved from: http://onlinelibrary.wiley.com/doi/10.1002/ace.5/pdf
McChesney, A. (2008). The female poetics of crime in E.T.A. Hoffmann’s “Mademoiselle Scuderi”.Women in German Yearbook, 24, 1-25. Retrieved from: http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=112&sid=4c065622- 47b5-4e72-a07c-209dfd729504%40sessionmgr111
Miles, A. (1996). Integrative feminisms: Building global visions 1960’s -1990’s. Routledge: New York.
Mojab, S. & Gorman, R. (2003).Women and Consciousness in the “Learning Organization”: Emancipation or Exploitation?Adult Education Quarterly.53(4), 228-241.
Munt, S.R. (1994). Murder by the book?: Feminism and the crime novel. Routledge: London.
Olssen, M. & Peters, M. (2005). Neoliberalism, higher education and the knowledge economy:From the free market to knowledge capitalism. Journal of Educational Policy. 20(3),
313-345. DOI: 10.1080/0268093050500108718.
Radcliffe, M. (2004). Introduction.p.9-18. In Radcliffe, M. (2004) (Ed.). Masters of Mystery. London: The Do-Not Press.
Scott, S. & Dixon, K. (2009). Partners in a Learning Organization: A Student-Focused Model of Professional Development. Educational Forum. 73(3), 240-255. Retrieved from http://vnweb.hwwilsonweb.com/hww/results/external_link_maincontentframe.jhtml?_D ARGS=/hww/results/results_common.jhtml.44
Senge, P.M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday: New York.
Sussex, L. (2011). Frances Trollope as crime writer.Women’s Writing, 18(2), 182-197.doi: 10.1080/09699082.2011.553266
Roy, C. (2004). The Raging Grannies: Blazing a Trail of Humorous Protest. Canadian Dimensions. 38(6), 22-26.
Taber, N. (2011). Social Care in Adult Education: Resisting a Marketplace Agenda. Adult Education Quarterly. 61(4), 376-393.
Wenger, E. (1996). Communities of Practice: The social fabric of a learning organization. The Healthcare Forum Journal. 39(4), 20-25. Retrieved from http://126.96.36.199/resources/quality/knowledgemgt/pdf/fabric.pdf
Read the full Copyright Notice here.