Appropriation or Disappropriation: A Ventriloquial Analysis of Employees’ and Managers’ Perspectives on a Diversity Change Initiative
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper examines how organizational members concretely appropriate equity, diversity and inclusion initiatives. This article results from a case study within a large Canadian organization, a study that was designed to explain the appropriation or disappropriation of discursive elements inherent to the implementation phase of new equity, diversity and inclusion (EDI) initiatives. Using interview data, I explain how these elements contribute to the ways in which organizational members adapt and respond to these new organizational initiatives and practices. This research proposes to mobilize a Communicative Constitution of Organization (CCO) perspective that can aid in understanding how individual appropriation/disappropriation of diversity discourse could have implication for the emergence and sustainability of EDI initiatives. The paper identifies various forms of appropriation (compliant/unconditional, fully aligned, equivocal/conditional and disappropriation) performed by organizational members. Moreover, the findings introduce a gradient approach to appropriation, revealing how the process can evolve over time.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it