The Halbert Centre Newsletter
Title: The Halbert workshops
“Conflicting Memories: Understanding how Collective Consciousness and Mnemonic Communities Affect Envisioned Futures” (Led by Prof. Micki Eisenman, Jerusalem School of Business)
Collective memory studies examine how collective practices of remembering and forgetting shape and are shaped by organizations and processes of organization (e.g., Halbwachs, 1992; Olick, Vinitzky-Seroussi, & Levy, 2011; Zerubavel, 1996). Scholars focus on collective memory not as an accurate representation of the past but as a malleable outcome of social construction created in the present. Collective memories are created when social actors retrieve and reinterpret various socio-material traces such as stories or corporate archives. These mnemonic traces contain the content that is both the basis for imposing coherence on interpretations in the present and the origin of path dependent processes that underlie collective memory (Kirsch, Moeen, & Wadhwani, 2013; Maclean, Harvey, Clegg, 2016; Suddaby, Coraiola, Harvey, & Foster, 2020). The collective production, arrangement, and consumption of these traces and their interpretation is a process of memory making (Casey, 2020; Ocasio, Mauskapf, & Steele, 2016). In the context of organizational research, this work is consequential because collective memories of organizations shape present and future choices, behaviors, and strategies in and around organizations (Foroughi, Coraiola, Rintamaki, Mena, & Foster, 2020; Wadhwani, Suddaby, Mordhorst, & Popp, 2018).
Conflicting Memories
“Measuring Children’s Well-being from their Own Perspectives.” (Led by Dr. Hanita Kosher, School of Social Work and Social Welfare)
Examining children’s well-being is a crucial and important research topic. Commonly, research on children’s well-being has utilized adult perspectives to gain its insight, while research on the well-being of children from their own perspective has been lacking. However, in more recent years, there has been a growing interest in using subjective data to study children’s well-being, and there have been multiple efforts globally to perform subjective research on the well-being of children. Nevertheless, despite these growing interests, measuring the various dimensions of children’s well-being is an on-going struggle, challenged further by the effects of COVID-19. The COVID-19 pandemic has impacted the lifestyles and functionality of many children, yet minimal research has been done to test the pandemic’s effects on children’s well-being from their own perspective. Several challenges complicate research concerning the subjective wellbeing of children, including the quality of methodology used for subjective data collection in children; the debate about whether to use only positive indicators or whether to use also negative indicators, for example using adverse childhood experiences (ACEs) measures; and what are the benefits of studies which adopt cross-sectional design versus longitudinal cohort design, when monitoring a group of children over time. The proposed workshop aims to facilitate discussion, promote knowledge exchange, and build a new understanding to children’s subjective well-being. It will unite Israeli and Canadian academics, experts in their fields, to strengthen ties globally and support the sharing of diverse topical information and insight.
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“Measuring Children’s Well-being from their Own Perspectives.” (Dr. Hanita Kosher, School of Social Work and Social Welfare)