Mohan Dutta: Culture-Centered Approach

I was reading today a facebook post from a friend about how there are several engineering, medical, and management institutes that are mushrooming all around India that charge exorbitant sums of money to afford admissions to large numbers of prospective candidates who are willing to pay the money for an engineering, medicine, or MBA degree. The large scale and fast-paced growth of educational outfits all over the country is accompanied by the weak regulations of the education market, marked by rampant corruption and a climate of false advertisements. 100 percent placements, foreign collaborations, teachers from abroad- these have all become markers of educational outfits across India that promise the allure of success to anyone that enters through the door. Children, and more importantly, their parents are willing to shell out the money, sometimes going in debt, at other times even selling their valuable little savings in order to secure a bright future for their child. What is how...

So much of the discipline of Communication research and the pedagogy of Communication is founded on the principles of developing communication skillsets for effectiveness. As global markets have opened up to the export/import of education, Communication skills training has sought to find robust markets abroad. The assumption behind this marketing enterprise is that Americans have something to offer (in this case, a US-branded knowledge base about what makes up good and effective communication) to the rest of the world. The competitive advantage of the American brand of communication education therefore ties to this ability of the brand to develop a unique selling proposition and to sell it well to its target audiences abroad. So we have wholesale programs ranging from public speaking to writing that are attempting to make entries into Asian markets. What I find completely misguided about this picture though is that it continues to reek of US-style imperialism and arrogance (based o...

So we have known for a while that the richest 1% consume most of the global resources. We have also known for a while that the richest 1% use loopholes in legal processes to exploit financial rules and regulations to aggrandize wealth; having known this though, one of the questions that often strikes me is what structures and processes do the richest 1% utilize in order to carry out their injustices, illegal activities, and acts of corruption that facilitate the accumulation of wealth. The example of the tax havens I posted on earlier depicts the active and catalyzing role played by the middle classes, by a battery of executives and lawyers who are paid by the richest 1% to carry out the illegal activities by figuring out the legal loopholes in global policy structures and by configuring ways in which legal processes can be manipulated to serve the interests of the rich. In figuring out the loopholes and in manipulating them, the petty bourgeoisie are trained through management pro...

This post was prompted by a Facebook post made by one of my doctoral advisees Rahul Rastogi. The post depicted the ways in which a group of students occupied a Recruitment session held by Goldman Sachs at Princeton University. The occupation of the Goldman Sachs recruitment session, similar to many such occupations happening across the US, was innovative in its ability to draw our attention to the interplays of corruption and greed on college campuses, and in raising some fundamental questions about practices such as corporate recruitment on our college and university campuses. Universities and colleges are often the breeding grounds for the unethical practices that are embodied in the corporate cultures of organizations like Goldman Sachs, J P Morgan Chase, and Lehman Brothers. However, on many college and university campuses, and particularly among the elite students of elite MBA programs of these universities and colleges, for the longest time, these were the most coveted jobs....