A critical reflection of current trends in discourse analytical research on leadership across disciplines. A call for a more engaging dialogue

This paper takes the frequently lamented state of current leadership research in business and organisational sciences as a starting point and argues for a more open and engaging dialogue with leadership researchers in applied linguistics and pragmatics. Focusing on current debates around terminological issues and methodological questions that are particularly prominent in critical leadership studies, we show that research in applied linguistics and pragmatics has the potential to make important contributions by providing the analytical tools and processes to support critical leadership researchers in their quest to challenge hegemonic notions of leadership by moving beyond simplistic and often problematic leader-follower dichotomies and by providing empirical evidence to capture leadership in situ thereby feeding into current theorisations of leadership

'A light in a very dark place' : The role of a voluntary organisation providing support for those affected by encephalitis

Voluntary organisations are seen as contributing to the ‘democratisation’ of health and social care. Little, however, is written about their role and this paper, by focusing on the work of The Encephalitis Society, provides insights into the challenges facing voluntary organisations as they manage twin roles as service providers and advocates, of people with neurological disorders. Two studies are presented: a review conducted by the Society, focusing on patient’s experiences of neurological services; and an external evaluation of the Society’s current provision. The first, based on a postal survey of its members affected by encephalitis (n = 339), illustrates the Society’s advocacy role. The survey provided support for the Association of British Neurologists’ recommendation for nationally agreed standards of care. The second study, a postal survey of recent contacts (n = 76) and in-depth telephone interviews (n = 22), illustrates the Society’s value role as a service provider and supports its role in helping rehabilitate affected individuals and their families. These studies provided the Society with information for policy and service development. Importantly, providing the basis of informed action and partnership with stakeholders and informing the organisation’s sense of purpose, in the changing context of welfare provision in the UK

Assessing gender mainstreaming in the education sector: depoliticised technique or a step towards women's rights and gender equality?

In 1995 the Beijing Conference on Women identified gender mainstreaming as a key area for action. Policies to effect gender mainstreaming have since been widely adopted. This special issue of Compare looks at research on how gender mainstreaming has been used in government education departments, schools, higher education institutions, international agencies and NGOs .1 In this introduction we first provide a brief history of the emergence of gender mainstreaming and review changing definitions of the term. In the process we outline some policy initiatives that have attempted to mainstream gender and consider some difficulties with putting ideas into practice, particularly the tensions between a technical and transformative interpretations . Much of the literature about experiences with gender mainstreaming tends to look at organizational processes and not any specificities of a particular social sector. However, in our second section, we are concerned to explore whether institutional forms and particular actions associated with education give gender mainstreaming in education sites some distinctive features. In our last section we consider some of the debates about global and local negotiations in discussions of gender policy and education and the light this throws on gender mainstreaming. In so doing, we place the articles that follow in relation to contestations over ownership, political economy, the form and content of education practice and the social complexity of gender equality

A discourse perspective on creating organizational knowledge: the case of strategizing

This chapter outlines a discursive epistemology of knowledge production through an analysis of the role of time and context in the social construction of organizational insights, outcomes and theories. While the role of time and context has been widely acknowledged in organizational discourse analysis, it has remained unclear what is specific to knowledge generation. Drawing upon a case study of an attempted company acquisition, we illustrate how knowledge is discursively produced and consumed during a process of strategizing. Our analysis shows how knowledge producing processes (e.g. strategizing, theorizing, conceptualizing and hypothesizing) extend both the time horizon of discourses that relate to the future, and the context horizon for discourse(s) that relate to the broader context. This reconstructs the tapestry of interwoven discourses that make up a local discourse and enable new managerial knowledge to be produced

STS in management education: connecting theory and practice

This paper explores the value of science and technology studies (STS) to management education. The work draws on an ethnographic study of second year management undergraduates studying decision making. The nature and delivery of the decision making module is outlined and the value of STS is demonstrated in terms of both teaching method and module content. Three particular STS contributions are identified and described: the social construction of technological systems; actor network theory; and ontological politics. Affordances and sensibilities are identified for each contribution and a discussion is developed that illustrates how these versions of STS are put to use in management education. It is concluded that STS has a pivotal role to play in critical management (education) and in the process offers opportunities for new forms of managin

The victorious English language: hegemonic practices in the management academy

This study explores hegemonic linguistic processes, that is, the dominant and unreflective use of the English language in the production of textual knowledge accounts. The authors see the production of management knowledge as situated in central or peripheral locations, which they examine from an English language perspective. Their inquiry is based on an empirical study based on the perspectives of 33 management academics (not English language speakers) in (semi) peripheral locations, who have to generate and disseminate knowledge in and through the English language. Although the hegemony of the center in the knowledge production process has long been acknowledged, the specific contribution of this study is to explore how the English language operates as part of the “ideological complex” that produces and maintains this hegemony, as well as how this hegemony is manifested at the local level of publication practices in peripherally located business and management schools

Subjectivation and performative politics—Butler thinking Althusser and Foucault: intelligibility, agency and the raced-nationed-religioned subjects of education

Judith Butler is perhaps best known for her take-up of the debate between Derrida and Austin over the function of the performative and her subsequent suggestion that the subject be understood as performatively constituted. Another important but less often noted move within Butler‘s consideration of the processes through which the subject is constituted is her thinking between Althusser‘s notion of subjection and Foucault‘s notion of subjectivation. In this paper, I explore Butler‘s understanding of processes of subjectivation; examine the relationship between subjectivation and the performative suggested in and by Butler‘s work, and consider how the performative is implicated in processes of subjectivation – in =who‘ the subject is, or might be, subjectivated as. Finally, I examine the usefulness of understanding the subjectivating effects of discourse for education, in particular for educationalists concerned to make better sense of and interrupt educational inequalities. In doing this I offer a reading of an episode of ethnographic data generated in an Australian high School. I suggest that it is through subjectivating processes of the sort that Butler helps us to understand that some students are rendered subjects inside the educational endeavour, and others are rendered outside this endeavour or, indeed, outside student-hood

'It's the other assessment that is the key': three Norwegian physical education teachers' engagement (or not) with assessment for learning

peer-reviewedThe international agenda for assessment continues to convey a growing interest in assessment for learning (AfL) as a tool to support learning and enhance teaching. Complementing this, the recent literature on assessment in physical education acknowledges the need for physical educators to integrate AfL into their teaching and assessment practice as an important part of the future development of the subject. Appreciating that physical education must be recognized as part of the larger movement culture in society and is a place to learn about movement culture, this study explores how AfL is understood and enacted by physical education teachers and the extent to which such enactment complements or challenges learning movement cultures within physical education. This study shares how three Norwegian physical education teachers used AfL to term what they were practicing with respect to assessment in physical education. We follow the interactions of the selected teachers throughout focus groups, using the empirical data as our 'dialogue partner' in reconstructing and discussing their assessment stories. We conclude that the need of embedding AfL in learning theory may well be one of the strongest challenges to enacting AfL in physical education. We acknowledge that not only are most existing theories of learning defined cognitively, but also that learning connected to physical education and activity is, to a large extent, practical and embodied, and also linked to the powerful discourses of sport and related areas such as health.PUBLISHEDpeer-reviewe

Identity and technology: Organizational control of knowledge-intensive work

Much has been written about the functioning of managerial ideologies in identity-based organizational control. However, less attention has been given to the role of information and communication technologies (ICTs) and identity defined by a technological discourse in regulating knowledge-intensive work. The purpose of this research is to examine the roles of identity and ICTs in the control of knowledge-intensive work. A case study of a technology service organization reveals that the construction and consumption of a technologist identity operate as organizational control, and that ICTs enable the functioning of a dialectic of technological control. This study also demonstrates the paradoxical nature of work knowledge that both empowers and controls knowledge-workers

What are communities of practice? A comparative review of four seminal works

This paper is a comparative review of four seminal works on communities of practice. It is argued that the ambiguities of the terms community and practice are a source of the concept's reusability allowing it to be reappropriated for different purposes, academic and practical. However, it is potentially confusing that the works differ so markedly in their conceptualizations of community, learning, power and change, diversity and informality. The three earlier works are underpinned by a common epistemological view, but Lave and Wenger's 1991 short monograph is often read as primarily about the socialization of newcomers into knowledge by a form of apprenticeship, while the focus in Brown and Duguid's article of the same year is, in contrast, on improvising new knowledge in an interstitial group that forms in resistance to management. Wenger's 1998 book treats communities of practice as the informal relations and understandings that develop in mutual engagement on an appropriated joint enterprise, but his focus is the impact on individual identity. The applicability of the concept to the heavily individualized and tightly managed work of the twenty-first century is questionable. The most recent work by Wenger – this time with McDermott and Snyder as coauthors – marks a distinct shift towards a managerialist stance. The proposition that managers should foster informal horizontal groups across organizational boundaries is in fact a fundamental redefinition of the concept. However it does identify a plausible, if limited, knowledge management (KM) tool. This paper discusses different interpretations of the idea of 'co-ordinating' communities of practice as a management ideology of empowerment