Learning Your Way into a Life of Crime (Fiction): Assessing Sisters in Crime as a Grassroots Learning Organization
Keywords:Adult Learning, Learning Organization, Feminism
Senge’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),
-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://184.108.40.206/resources/quality/knowledgemgt/pdf/fabric.pdf
How to Cite
Authors of manuscripts accepted for publication will be required to assign copyright to the Canadian Journal for the Study of Adult Education/L’Association canadienne pour l’étude de l’éducation des adultes (CJSAE). CJSAE requests that, as the creator(s)/author(s) of the manuscript your are submitting assign certain rights to the manuscript to the CJSAE in exchange for undertaking to publish the article in print and electronic form and, in general, to pursue its dissemination throughout the world. The rights the CJSAE requests are:
- The right to publish the article in print and electronic form or in any other form it may choose that is in keeping with its role as a scholarly journal with the goal of disseminating the work as widely as possible;
- The right to be the sole publisher of the article for a period of 12 months;
- The right to make the article available to the public within a period of not more than 24 months, as determined by relevant journal staff of the CJSAE;
- The right to grant republication rights to itself or others in print, electronic, or any other form, with any revenues accrued to be shared equally between the author(s) and the journal;
- The right to administer permission to use portions of the article as requested by others, seeking recompense when the CJSAE sees it as warrented;
- The right to seek or take advantage of opportunities to have the article included in a database aimed at increasing awareness of it;
- As the author(s), the CJSAE wishes you to retain the right to republish the article, with acknowledgement of the CJSAE as the original publisher, in whole or in part, in any other pbulication of your own, including any anthology that you might edit with up to three others;
- As the author(s), the CJSAE withes you to retain the right to place the article on your personal Web page or that of your university or institution. The CJSAE askes that you include this notice: A fully edited, peer-reviewed version of this article was first published by the Canadian Journal for the Study of Adult Education, <Year>, <Volume>, <Issue>, <Page Numbers>.
BY AGREEING TO THE FOREGOING, YOU CONFIRM THAT THE MANUSCRIPT YOU ARE SUBMITTING HAS NOT BEEN PUBLISHED ELSEWHERE IN WHOLE OR IN PART, AND THAT NO AGREEMENT TO PUBLISH IS OUTSTANDING.
SHOULD THE ARTICLE CONTAIN MATERIAL WHICH REQUIRES WRITTEN PERMISSION FOR INCLUSION, YOU AGREE THAT IT IS YOUR OBLIGATION IN LAW TO IDENTIFY SUCH MATERIAL TO THE EDITOR OF THE CJSAE AND TO OBTAIN SUCH PERMISSION. THE CJSAE WILL NOT PAY ANY PERMISSION FEES. SHOULD THE CJSAE BE OF THE OPINION THAT SUCH PERMISSION IS NECESSARY, IT WILL REQUIRE YOU TO PURSUE SHUCH PERMISSSION PRIOR TO PUBLICATION.
AS AUTHOR(S), YOU WARRANT THAT THE ARTICLE BEING SUBMITTED IS ORIGINAL TO YOU.
Provided the foregoing terms are satisfactory, and that you are in agreement with them, please indicate your acceptance by checking the appropriate box and proceed with your submission.
This copyright agreement was extracted with permission from the "Best practices guide to scholarly journal publishing" (2007), produced by the Canadian Association of Learned Journals (CALJ).