Feminist theorizing in organization studies: A way forward with Marta Calás and Linda Smircich

The founders of Organization include Marta Calás and Linda Smircich who are among the most influential feminist theorists in organization studies. We take inspiration from their work to outline ideas for feminist and other critical scholars studying organizations and organizing. We draw especially on their consistent interest in transnational feminism, engagement with feminist new materialisms, and emphasis on epistemological and ontological questions about (feminist) organization studies. We highlight key theoretical points and show how feminism(s) can remain socially, societally, and globally meaningful. Our aim is to continue to create feminist organization theorizing that, as Calás and Smircich’s scholarship does, remains critical and vigilant about who its knowers are, what kind of knowledge it produces, and what this knowledge is for

Becoming academics : embracing and resisting changing writing practice

Purpose The purpose of this paper is to analyze how global and local changes in higher education impact upon writing practices through which doctoral students become academics. The study explores how norms and values of academic writing practice are learned, negotiated and resisted and elucidates how competences related to writing come to determine the academic selves. Design/methodology/approach The study uses memory work, which is a group method that puts attention to written individual memories and their collective analysis and theorizing. The authors offer a comparison of experiences in becoming academics by two generational cohorts (1990s and 2010s) in the same management studies department in a business school. Findings The study indicates that the contextual and temporal enactment of academic writing practice in the department created a situation where implicit and ambiguous criteria for writing competence gradually changed into explicit and narrow ones. The change was relatively slow for two reasons. First, new performance management indicators were introduced over a period of two decades. Second, when the new indicators were gradually introduced, they were locally resisted. The study highlights how the focus, forms and main actors of resistance changed over time. Originality/value The paper offers a detailed account of how exogenous changes in higher education impact upon, over time and cultural space, academic writing practices through which doctoral students become academics.Purpose The purpose of this paper is to analyze how global and local changes in higher education impact upon writing practices through which doctoral students become academics. The study explores how norms and values of academic writing practice are learned, negotiated and resisted and elucidates how competences related to writing come to determine the academic selves. Design/methodology/approach The study uses memory work, which is a group method that puts attention to written individual memories and their collective analysis and theorizing. The authors offer a comparison of experiences in becoming academics by two generational cohorts (1990s and 2010s) in the same management studies department in a business school. Findings The study indicates that the contextual and temporal enactment of academic writing practice in the department created a situation where implicit and ambiguous criteria for writing competence gradually changed into explicit and narrow ones. The change was relatively slow for two reasons. First, new performance management indicators were introduced over a period of two decades. Second, when the new indicators were gradually introduced, they were locally resisted. The study highlights how the focus, forms and main actors of resistance changed over time. Originality/value The paper offers a detailed account of how exogenous changes in higher education impact upon, over time and cultural space, academic writing practices through which doctoral students become academics.Peer reviewe

«We need more women in managerial jobs» – Gender equality and management in the Nordic context : Deconstruction and critical perspectives

Focusing on the Nordic context, this article highlights complexities between gender equality discourse established at the societal level and discursive practice in organizations, particularly in relation to management, managing and managers. This research task is carried out by deconstructing a management text, and grounding the deconstruction in critical feminist literature. This analysis illustrates how managerial discourse is challenged and questioned by pro-egaliterian arguments in the Nordic context. However, it also demonstrates the pervasiveness of the gendered elements in managerial discourse, which relies on specific conceptions of parenthood where motherhood is constructed as problematic whereas fatherhood remains absent – and thus unproblematic. It is suggested that the ‘Nordic case’ provides a fruitful basis for similar studies in other societal contexts in Europe.Focalizado no contexto Nórdico, este artigo realça as complexidades existentes entre um discurso assente na igualdade de géneros sexuais, existente ao nível societal, e as práticas discursivas nas organizações, particularmente no que diz respeito à gestão e aos gestores. Este objectivo é alcançado através de uma deconstrução de um texto de gestão, a qual é baseada na literatura crítica feminista. Esta análise ilustra os desafios e questões que se colocam ao discurso de gestão pelos argumentos pro-igualitários no contexto Nórdico. Contudo, também demonstra a infiltração de elementos pertencentes ao género sexual no discurso de gestão, os quais assentam em concepções especifícas de maternidade ou paternidade, em que a primeira é tida como problemática, enquanto a segundo está ausente, logo não é problemática. Sugere-se que o «caso Nórdico» fornece uma base rica para estudos semelhantes em outros contextos societais na Europa