Pub Date : 2022-07-29DOI: 10.1080/14759551.2022.2105337
Humera Manzoor, Manuela Nocker, Ilaria Boncori
ABSTRACT This paper highlights the performative value and political power of emotions in public sector board governance. We explore how board members display, manage and (re)negotiate emotions both purposefully and unconsciously through interactions in a UK National Health Service (NHS) Foundation Trust. This topic is investigated through an ethnonarrative approach and a performative perspective to understand the role and value of emotions in this particular organizational setting. Our data, captured through interviews and participant observations, highlight the inherent performative and political nature of emotions established through ritualized practice, impromptu displays, emotion norms, and power dynamics. We also highlight the purposeful instigation and manipulation of emotions to pursue individual or collective agendas. This paper thus contributes to both performance theory and the study of emotions management in organizations by exploring how the politics of emotions and emotion norms are experienced as valuable resources in the context of public board governance.
{"title":"The performativity and politics of emotions in NHS boards","authors":"Humera Manzoor, Manuela Nocker, Ilaria Boncori","doi":"10.1080/14759551.2022.2105337","DOIUrl":"https://doi.org/10.1080/14759551.2022.2105337","url":null,"abstract":"ABSTRACT This paper highlights the performative value and political power of emotions in public sector board governance. We explore how board members display, manage and (re)negotiate emotions both purposefully and unconsciously through interactions in a UK National Health Service (NHS) Foundation Trust. This topic is investigated through an ethnonarrative approach and a performative perspective to understand the role and value of emotions in this particular organizational setting. Our data, captured through interviews and participant observations, highlight the inherent performative and political nature of emotions established through ritualized practice, impromptu displays, emotion norms, and power dynamics. We also highlight the purposeful instigation and manipulation of emotions to pursue individual or collective agendas. This paper thus contributes to both performance theory and the study of emotions management in organizations by exploring how the politics of emotions and emotion norms are experienced as valuable resources in the context of public board governance.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"509 - 527"},"PeriodicalIF":1.6,"publicationDate":"2022-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46053560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-28DOI: 10.1080/14759551.2022.2105338
François-Xavier de Vaujany
ABSTRACT In this research, the process of world-making at stake in movie direction and movie images is explored. Following Deleuze and Bergson, I investigate how the process of designing and experimenting with images contributes to a prelinguistic world-making process from which multiple selves can happen. With and from an autoethnography of my experience of the movie The Name of the Rose, I develop a cinematographic language that can describe organizing actions in coherence with an ontology of becoming. By watching and rewatching the movie and exploring my memory of its images, I identify three modalities of visual and sound organizing at the heart of processual world-making. As visual and sonic events lived and relived, these modalities contribute to the happening of multiple pasts, presents and futures selves interwoven with organizational world-making.
{"title":"Imagining the name of the rose with Deleuze: organizational and self world-making on the screen","authors":"François-Xavier de Vaujany","doi":"10.1080/14759551.2022.2105338","DOIUrl":"https://doi.org/10.1080/14759551.2022.2105338","url":null,"abstract":"ABSTRACT In this research, the process of world-making at stake in movie direction and movie images is explored. Following Deleuze and Bergson, I investigate how the process of designing and experimenting with images contributes to a prelinguistic world-making process from which multiple selves can happen. With and from an autoethnography of my experience of the movie The Name of the Rose, I develop a cinematographic language that can describe organizing actions in coherence with an ontology of becoming. By watching and rewatching the movie and exploring my memory of its images, I identify three modalities of visual and sound organizing at the heart of processual world-making. As visual and sonic events lived and relived, these modalities contribute to the happening of multiple pasts, presents and futures selves interwoven with organizational world-making.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"528 - 548"},"PeriodicalIF":1.6,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41931686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-19DOI: 10.1080/14759551.2022.2090563
Lars Klemsdal, S. Clegg
ABSTRACT The organization is traditionally assumed as the principal context of work. This assumption no longer holds in post-industrial and post-bureaucratic settings. Conducting meetings from home while juggling household responsibilities can be characterized as a form of organizing, but such contexts is not well accommodated by organizational perspectives. In such contexts, the organization plays a varying and often limited role. To accommodate this decomposition and re-composition of how work is organized, the present study develops a conceptual framework centered on the work situation. Building on Goffman’s account of social situations (1966, 1974), the analysis draws an explicit distinction between the context of work as a series of potential frames and the work situation as an enacted framework for gestalting the specific work at hand. On this view, the organization as a formal setting or social assembly is just one of many frames that influence what actors do at work.
{"title":"Defining the work situation in organization theory: bringing Goffman back in","authors":"Lars Klemsdal, S. Clegg","doi":"10.1080/14759551.2022.2090563","DOIUrl":"https://doi.org/10.1080/14759551.2022.2090563","url":null,"abstract":"ABSTRACT The organization is traditionally assumed as the principal context of work. This assumption no longer holds in post-industrial and post-bureaucratic settings. Conducting meetings from home while juggling household responsibilities can be characterized as a form of organizing, but such contexts is not well accommodated by organizational perspectives. In such contexts, the organization plays a varying and often limited role. To accommodate this decomposition and re-composition of how work is organized, the present study develops a conceptual framework centered on the work situation. Building on Goffman’s account of social situations (1966, 1974), the analysis draws an explicit distinction between the context of work as a series of potential frames and the work situation as an enacted framework for gestalting the specific work at hand. On this view, the organization as a formal setting or social assembly is just one of many frames that influence what actors do at work.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"471 - 484"},"PeriodicalIF":1.6,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47152504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-03DOI: 10.1080/14759551.2022.2072309
Boukje Cnossen, K. Stephenson
ABSTRACT Based on thirty interviews conducted in ten coworking spaces in Amsterdam and Paris, we ask whether and how members of coworking spaces engage in identity play, and what mechanisms related to space seem to enable such identity play. We identify four types of spatial mechanisms members and hosts of coworking spaces claim to create or engage in, and show how these relate to experimentation with professional identity. In so doing, we highlight possible material and spatial aspects of identity play. This paper contributes to the literature on identity play by drawing attention to the physicality and constitutive nature of the holding spaces necessary for identity play, and to research on coworking spaces by drawing attention to their possible identity effects.
{"title":"Towards a spatial understanding of identity play: coworking spaces as playgrounds for identity","authors":"Boukje Cnossen, K. Stephenson","doi":"10.1080/14759551.2022.2072309","DOIUrl":"https://doi.org/10.1080/14759551.2022.2072309","url":null,"abstract":"ABSTRACT Based on thirty interviews conducted in ten coworking spaces in Amsterdam and Paris, we ask whether and how members of coworking spaces engage in identity play, and what mechanisms related to space seem to enable such identity play. We identify four types of spatial mechanisms members and hosts of coworking spaces claim to create or engage in, and show how these relate to experimentation with professional identity. In so doing, we highlight possible material and spatial aspects of identity play. This paper contributes to the literature on identity play by drawing attention to the physicality and constitutive nature of the holding spaces necessary for identity play, and to research on coworking spaces by drawing attention to their possible identity effects.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"448 - 470"},"PeriodicalIF":1.6,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41964901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1080/14759551.2022.2047679
S. Just, Erik Mygind du Plessis
ABSTRACT Queer parrhesia is an activist mode of speaking truth to power that destabilizes dominant societal positions and their opposition. We develop this concept and illustrate one of its registers, parodic paranoia, through a close reading of the whistleblower and transactivist Chelsea Manning’s bid to run for U.S. Senate in the 2018 Democratic primaries. Hacktivism and transactivism, we show, constitute rhetorical manoeuvres by which Manning performs (as) a subject position that combines an ethics of paranoia with an aesthetics of parody to enact politics as unusual. Beginning from Manning’s parodic paranoia, we conceptualize queer parrhesia as an inherently transgressive political style and discuss its performative potential for dismantling current social orders and imagining less orderly alternatives. The productive potential of queer parrhesia, we conclude, can only be realized when the subject position of the parrhesiastes is put at risk, gaining strength from its performative vulnerability and, indeed, failure.
{"title":"#Wegotthis: queer parrhesia in the register of parodic paranoia","authors":"S. Just, Erik Mygind du Plessis","doi":"10.1080/14759551.2022.2047679","DOIUrl":"https://doi.org/10.1080/14759551.2022.2047679","url":null,"abstract":"ABSTRACT Queer parrhesia is an activist mode of speaking truth to power that destabilizes dominant societal positions and their opposition. We develop this concept and illustrate one of its registers, parodic paranoia, through a close reading of the whistleblower and transactivist Chelsea Manning’s bid to run for U.S. Senate in the 2018 Democratic primaries. Hacktivism and transactivism, we show, constitute rhetorical manoeuvres by which Manning performs (as) a subject position that combines an ethics of paranoia with an aesthetics of parody to enact politics as unusual. Beginning from Manning’s parodic paranoia, we conceptualize queer parrhesia as an inherently transgressive political style and discuss its performative potential for dismantling current social orders and imagining less orderly alternatives. The productive potential of queer parrhesia, we conclude, can only be realized when the subject position of the parrhesiastes is put at risk, gaining strength from its performative vulnerability and, indeed, failure.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"412 - 428"},"PeriodicalIF":1.6,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41863299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-22DOI: 10.1080/14759551.2022.2055027
L. Carollo, S. Gilardi
ABSTRACT While researchers have to date mainly focused on the coping strategies employed by dirty workers to normalise taint, the organisational and managerial roots of dirty work have been little explored. The article contributes to filling this gap by means of a single case study conducted in a big Italian banking company. In the research context investigated, branch-level bank employees felt themselves tainted from the moral (as ‘vendors’) and social (as ‘servants of customers’) points of view. These perceptions were directly associated with organisational strategies and managerial practices intended to fulfil demanding sales targets or to create more space and freedom for customers. Although the literature assumes that occupational taint is generated by external societal attributions, by introducing the concept of ‘organisationally-reinforced taint’ this study shows that internal organisational strategies and managerial practices can contribute to dirtying an occupation, even a relatively prestigious one like bank work.
{"title":"Dirtying bank work: when taint is reinforced by the organisation","authors":"L. Carollo, S. Gilardi","doi":"10.1080/14759551.2022.2055027","DOIUrl":"https://doi.org/10.1080/14759551.2022.2055027","url":null,"abstract":"ABSTRACT While researchers have to date mainly focused on the coping strategies employed by dirty workers to normalise taint, the organisational and managerial roots of dirty work have been little explored. The article contributes to filling this gap by means of a single case study conducted in a big Italian banking company. In the research context investigated, branch-level bank employees felt themselves tainted from the moral (as ‘vendors’) and social (as ‘servants of customers’) points of view. These perceptions were directly associated with organisational strategies and managerial practices intended to fulfil demanding sales targets or to create more space and freedom for customers. Although the literature assumes that occupational taint is generated by external societal attributions, by introducing the concept of ‘organisationally-reinforced taint’ this study shows that internal organisational strategies and managerial practices can contribute to dirtying an occupation, even a relatively prestigious one like bank work.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"429 - 447"},"PeriodicalIF":1.6,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46924540","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-08DOI: 10.1080/14759551.2022.2036922
M. Kostera, Anke Strauss
When we started talking about the idea of a special issue on teaching and what might be missing in business school education, we were not sure how much resonance we would receive in an academic environment that was obsessed with the metrics of research activities manifested in paper writing and third-party funding applications. Yet, we found that this overemphasis on publishing and funding applications did more than render unacknowledged the importance of teaching as part of academics’ service to the public. Making a business case out of education by standardizing knowledge that can be mass-delivered to student-customers devalues students and teachers in equal measure. We found that, in conversations with colleagues, teaching tended to be framed as a space of suffering or a necessary evil of an academic’s existence. In such an environment it is difficult to maintain a sense of care for students, who cease being students and become customers demanding ‘value for money’ service. It is even more difficult to care for the subject one is teaching, as it turns into a standard product that has to be ‘delivered’ in a standardized way. And above all it is easy to lose sight of the political potential of teaching that empowers upcoming generations to participate in shaping the future. We felt that, due to the predominance of metrics and the alignment to the demands of employability, management education was turned into a means of maintaining a status quo instead of enabling students to shape their and all our future. We felt that something essential was missing in teaching regarding content and that reducing education to delivering knowledge was entirely missing the point of teaching. In a world that is marked by increasingly unstable conditions,social and environmental, teaching reductive thinking and abstract principles of control that are based on the assumption that the future is an extrapolation of the past is not only meaningless but also dangerous. And we were not alone in this opinion. We have to admit that we had not expected such a surge of personal, careful and considerate contributions from authors and reviewers engaging in intellectual labour on the question of how to coor re-create with students an educational home. Since the first round of reviews, however, all of us have been overtaken by the events – and their social repercussions of the last two years: global lock-downs, precarious existences, pending planetary crisis. These events pushed teaching out into the flatness of the virtual space. And now it seems like this special issue contributes not just to something essential but rather vital of academic work. In their bestselling book Howmuch is enough? Robert and Edward Skidelsky (2012) call for a return to the idea of the good life and drop the current relentless focus on growth in politics, the economy and management. We seem to have collectively run into a fateful wall by the obsession with ‘progress’. The sociologist Zygmunt Bauman (2
{"title":"Teaching what is not there","authors":"M. Kostera, Anke Strauss","doi":"10.1080/14759551.2022.2036922","DOIUrl":"https://doi.org/10.1080/14759551.2022.2036922","url":null,"abstract":"When we started talking about the idea of a special issue on teaching and what might be missing in business school education, we were not sure how much resonance we would receive in an academic environment that was obsessed with the metrics of research activities manifested in paper writing and third-party funding applications. Yet, we found that this overemphasis on publishing and funding applications did more than render unacknowledged the importance of teaching as part of academics’ service to the public. Making a business case out of education by standardizing knowledge that can be mass-delivered to student-customers devalues students and teachers in equal measure. We found that, in conversations with colleagues, teaching tended to be framed as a space of suffering or a necessary evil of an academic’s existence. In such an environment it is difficult to maintain a sense of care for students, who cease being students and become customers demanding ‘value for money’ service. It is even more difficult to care for the subject one is teaching, as it turns into a standard product that has to be ‘delivered’ in a standardized way. And above all it is easy to lose sight of the political potential of teaching that empowers upcoming generations to participate in shaping the future. We felt that, due to the predominance of metrics and the alignment to the demands of employability, management education was turned into a means of maintaining a status quo instead of enabling students to shape their and all our future. We felt that something essential was missing in teaching regarding content and that reducing education to delivering knowledge was entirely missing the point of teaching. In a world that is marked by increasingly unstable conditions,social and environmental, teaching reductive thinking and abstract principles of control that are based on the assumption that the future is an extrapolation of the past is not only meaningless but also dangerous. And we were not alone in this opinion. We have to admit that we had not expected such a surge of personal, careful and considerate contributions from authors and reviewers engaging in intellectual labour on the question of how to coor re-create with students an educational home. Since the first round of reviews, however, all of us have been overtaken by the events – and their social repercussions of the last two years: global lock-downs, precarious existences, pending planetary crisis. These events pushed teaching out into the flatness of the virtual space. And now it seems like this special issue contributes not just to something essential but rather vital of academic work. In their bestselling book Howmuch is enough? Robert and Edward Skidelsky (2012) call for a return to the idea of the good life and drop the current relentless focus on growth in politics, the economy and management. We seem to have collectively run into a fateful wall by the obsession with ‘progress’. The sociologist Zygmunt Bauman (2","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"185 - 193"},"PeriodicalIF":1.6,"publicationDate":"2022-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49466896","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-22DOI: 10.1080/14759551.2022.2042538
Jeremy Aroles, Wendelin Küpers
ABSTRACT This paper focuses on the figure of the flâneur and sets out to explore how the practice of flânerie might offer social researchers a different way of engaging with digital worlds. It is articulated around two main interests: the relationship of the flâneur to digital worlds and the theoretical and methodological implications of envisioning the practice of flânerie as a way of engaging with digital worlds. This paper contends that flânerie could inform and creatively enrich our practices as social researchers in two ways: enabling us to approach differently the exploration of digital worlds and leading us to investigate phenomena that might have remained concealed through more conventional methodologies. Flânerie, we argue, offers the possibility of a more open and explorative approach to digital research. Our paper outlines implications of positioning flânerie as a methodological practice and reflects on potential of flânerie in the exploration of digital worlds.
{"title":"Flânerie as a methodological practice for explorative re-search in digital worlds","authors":"Jeremy Aroles, Wendelin Küpers","doi":"10.1080/14759551.2022.2042538","DOIUrl":"https://doi.org/10.1080/14759551.2022.2042538","url":null,"abstract":"ABSTRACT This paper focuses on the figure of the flâneur and sets out to explore how the practice of flânerie might offer social researchers a different way of engaging with digital worlds. It is articulated around two main interests: the relationship of the flâneur to digital worlds and the theoretical and methodological implications of envisioning the practice of flânerie as a way of engaging with digital worlds. This paper contends that flânerie could inform and creatively enrich our practices as social researchers in two ways: enabling us to approach differently the exploration of digital worlds and leading us to investigate phenomena that might have remained concealed through more conventional methodologies. Flânerie, we argue, offers the possibility of a more open and explorative approach to digital research. Our paper outlines implications of positioning flânerie as a methodological practice and reflects on potential of flânerie in the exploration of digital worlds.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"398 - 411"},"PeriodicalIF":1.6,"publicationDate":"2022-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49209143","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-03DOI: 10.1080/14759551.2022.2033976
M. Zawadzki, T. Lennerfors
ABSTRACT In contemporary academia, education is often perceived as a supplement to an academic career or a tool to satisfy management through course evaluations and this can alienate academics from teaching. To create inspiration and deepen the understanding of teachers’ alienation as well as disalienation in the management classroom, we draw on Hermann Hesse’s last novel ‘The Glass Bead Game’. The story of Joseph Knecht who escapes an elitist pedagogical province to engage in personal teaching serves as an inspiration through which we discuss the act of resisting alienation in contemporary management education. Alienation, as we learn from Hesse, is not an unchangeable condition and it can be resisted through reinventing personal teaching, re-focusing attention from the demands of academic excellence to the imperfection of human beings, and acknowledging education as a history maker and teaching as a preparation for life and death.
{"title":"Disalienation in the management classroom: lessons from Hermann Hesse’s The Glass Bead Game","authors":"M. Zawadzki, T. Lennerfors","doi":"10.1080/14759551.2022.2033976","DOIUrl":"https://doi.org/10.1080/14759551.2022.2033976","url":null,"abstract":"ABSTRACT In contemporary academia, education is often perceived as a supplement to an academic career or a tool to satisfy management through course evaluations and this can alienate academics from teaching. To create inspiration and deepen the understanding of teachers’ alienation as well as disalienation in the management classroom, we draw on Hermann Hesse’s last novel ‘The Glass Bead Game’. The story of Joseph Knecht who escapes an elitist pedagogical province to engage in personal teaching serves as an inspiration through which we discuss the act of resisting alienation in contemporary management education. Alienation, as we learn from Hesse, is not an unchangeable condition and it can be resisted through reinventing personal teaching, re-focusing attention from the demands of academic excellence to the imperfection of human beings, and acknowledging education as a history maker and teaching as a preparation for life and death.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"216 - 226"},"PeriodicalIF":1.6,"publicationDate":"2022-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1080/14759551.2022.2031198
C. Mortimer, M. A. L. Escalante
ABSTRACT What started as an idea of two subject disciplines collaborating to support students practicing their English outside the classroom, a theatrical production of Henry V by Shakespeare, became a case study from which to draw pedagogical principles on teaching and learning within a Higher Education Sino-British Transnational Educational (TNE) Partnership. Research into TNE activities focuses mainly on issues such as strategy, quality assurance and competitive advantage, and there is less on the lived experiences of students and lecturers, pedagogical clashes that occur within TNE partnerships and on the methodological discussions that should take place in interdisciplinary research. Through our story of facilitating a production of Henry V, we interrogate pedagogical issues we found in teaching, methodological challenges in interdisciplinary research and ultimately put forward a ‘response-able pedagogy’ that enables different voices to be heard and different knowledges to be recognised in coexistence.
{"title":"Response-able pedagogy: teaching through Shakespeare in a Higher Education (HE) transnational partnership","authors":"C. Mortimer, M. A. L. Escalante","doi":"10.1080/14759551.2022.2031198","DOIUrl":"https://doi.org/10.1080/14759551.2022.2031198","url":null,"abstract":"ABSTRACT What started as an idea of two subject disciplines collaborating to support students practicing their English outside the classroom, a theatrical production of Henry V by Shakespeare, became a case study from which to draw pedagogical principles on teaching and learning within a Higher Education Sino-British Transnational Educational (TNE) Partnership. Research into TNE activities focuses mainly on issues such as strategy, quality assurance and competitive advantage, and there is less on the lived experiences of students and lecturers, pedagogical clashes that occur within TNE partnerships and on the methodological discussions that should take place in interdisciplinary research. Through our story of facilitating a production of Henry V, we interrogate pedagogical issues we found in teaching, methodological challenges in interdisciplinary research and ultimately put forward a ‘response-able pedagogy’ that enables different voices to be heard and different knowledges to be recognised in coexistence.","PeriodicalId":10824,"journal":{"name":"Culture and Organization","volume":"28 1","pages":"345 - 361"},"PeriodicalIF":1.6,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49373624","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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