Pub Date : 2022-07-28DOI: 10.1177/13505076221111423
Timon Beyes, Boukje Cnossen, K. Ashcraft, Nicolas Bencherki
Organization and management are the perpetual, and perpetually fraught and resisted, ordering of sense experience. However, banning the senses into the outside of thought, and of organizational analysis, was – and to a large degree still is – the default and mostly implicit and unquestioned mode of thinking and studying organization and management. Introducing the special issue on ‘The Senses in Management Research and Education’, this essay historicizes and contextualizes the neglect of the senses, dwells upon possible reasons for keeping the sensory at bay and discusses recent attempts to remedy this situation. The contributions to the special issue are introduced into this context. In conclusion, we speculate on what might happen next.
{"title":"Who’s afraid of the senses? Organization, management and the return of the sensorium","authors":"Timon Beyes, Boukje Cnossen, K. Ashcraft, Nicolas Bencherki","doi":"10.1177/13505076221111423","DOIUrl":"https://doi.org/10.1177/13505076221111423","url":null,"abstract":"Organization and management are the perpetual, and perpetually fraught and resisted, ordering of sense experience. However, banning the senses into the outside of thought, and of organizational analysis, was – and to a large degree still is – the default and mostly implicit and unquestioned mode of thinking and studying organization and management. Introducing the special issue on ‘The Senses in Management Research and Education’, this essay historicizes and contextualizes the neglect of the senses, dwells upon possible reasons for keeping the sensory at bay and discusses recent attempts to remedy this situation. The contributions to the special issue are introduced into this context. In conclusion, we speculate on what might happen next.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"53 1","pages":"625 - 639"},"PeriodicalIF":2.4,"publicationDate":"2022-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41926216","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/13505076221105728
C. Steyaert
This article embarks on a hopeful exploration of queer phenomenology in order to reorient management learning toward the senses, the body, and the spaces of learning and teaching we inhabit during education. Starting from Michel Serres’ long-standing provocation that “If a revolt is to come, it will have to come from the five senses,” I ask whether and how we might reissue his timely call amid today’s understandings of sensuous and embodied learning as the “conditions of arrival” have changed considerably since its first articulation. Therefore, I propose to queer such a sensorial revolt by turning to Ahmed’s queer phenomenology as her understanding of dis/orientation as “the sixth sense” enables us to sensuously reorient management learning. To concretize and illustrate sensuous learning through dis/orientation, I draw on Fabian Ramos and Laura Roberts “pedagogy of wonder,” which forms part of their decolonial feminist educational work. In the epilogue, I introduce a new angle by revisiting Matthew Lopez’s play The Inheritance and suggest that my queer attempt to refuse the inheritance of heteronormative learning and education also enables generations of diverse people to learn, in sensuous ways, from each other and from each other’s otherness.
{"title":"“If a (queer) revolt is to come”: Toward a sensuous pedagogy for dis/orienting management learning","authors":"C. Steyaert","doi":"10.1177/13505076221105728","DOIUrl":"https://doi.org/10.1177/13505076221105728","url":null,"abstract":"This article embarks on a hopeful exploration of queer phenomenology in order to reorient management learning toward the senses, the body, and the spaces of learning and teaching we inhabit during education. Starting from Michel Serres’ long-standing provocation that “If a revolt is to come, it will have to come from the five senses,” I ask whether and how we might reissue his timely call amid today’s understandings of sensuous and embodied learning as the “conditions of arrival” have changed considerably since its first articulation. Therefore, I propose to queer such a sensorial revolt by turning to Ahmed’s queer phenomenology as her understanding of dis/orientation as “the sixth sense” enables us to sensuously reorient management learning. To concretize and illustrate sensuous learning through dis/orientation, I draw on Fabian Ramos and Laura Roberts “pedagogy of wonder,” which forms part of their decolonial feminist educational work. In the epilogue, I introduce a new angle by revisiting Matthew Lopez’s play The Inheritance and suggest that my queer attempt to refuse the inheritance of heteronormative learning and education also enables generations of diverse people to learn, in sensuous ways, from each other and from each other’s otherness.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"53 1","pages":"734 - 747"},"PeriodicalIF":2.4,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43007005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/13505076221107439
J. Kociatkiewicz, M. Kostera
Whether a harbinger of a new era or an anomaly, the year 2020 confronted students and teachers alike with the necessity of reassessing and reformulating teaching and learning possibilities and practicalities. In this very subjective text, we examine some of our own experiences of higher education under lockdown and physical distancing conditions. In an apparent paradox, the changed conditions simultaneously added more stress and uncertainty to the students’ learning process while also providing the learners with more confidence to question the established norms. Against the background of ongoing systemic collapse, we explore our own and our students’ stories and poems chronicling learning in a time of crisis and constraint. Drawing on critiques of modern consumer capitalism underpinning management education, we use the experience of a ruptured semester to propose a reinterpretation of management learning as rooted in the paradoxes of desire and longing: for success, career, but also for enlightenment, revelation, social change and togetherness. We ask the reader to embrace the poetic and libidinal aspects of desire and longing as central to the transformative potential of the learning encounter and propose to reconstitute the basis for education as rooted in desire and longing: for contact, for learning, for revelation.
{"title":"Longing as learning, learning as longing: Insights and improvisations in a year of disrupted studies","authors":"J. Kociatkiewicz, M. Kostera","doi":"10.1177/13505076221107439","DOIUrl":"https://doi.org/10.1177/13505076221107439","url":null,"abstract":"Whether a harbinger of a new era or an anomaly, the year 2020 confronted students and teachers alike with the necessity of reassessing and reformulating teaching and learning possibilities and practicalities. In this very subjective text, we examine some of our own experiences of higher education under lockdown and physical distancing conditions. In an apparent paradox, the changed conditions simultaneously added more stress and uncertainty to the students’ learning process while also providing the learners with more confidence to question the established norms. Against the background of ongoing systemic collapse, we explore our own and our students’ stories and poems chronicling learning in a time of crisis and constraint. Drawing on critiques of modern consumer capitalism underpinning management education, we use the experience of a ruptured semester to propose a reinterpretation of management learning as rooted in the paradoxes of desire and longing: for success, career, but also for enlightenment, revelation, social change and togetherness. We ask the reader to embrace the poetic and libidinal aspects of desire and longing as central to the transformative potential of the learning encounter and propose to reconstitute the basis for education as rooted in desire and longing: for contact, for learning, for revelation.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"54 1","pages":"35 - 55"},"PeriodicalIF":2.4,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47072633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1177/13505076221111450
Isleide Arruda Fontenelle
This essay offers a reflection on which ethics can critically guide the field of management learning in the Anthropocene. Based on a negative ontology of humankind and nature, I understand the Anthropocene as being unmanageable and imposing an ethical dimension of the impossible on the field of management learning. Inspired by the Lacanian concept of tragic ethics, which is based on certain categories – radical contingency, indeterminacy and the impossible – I propose a tragic ethics for the Anthropocene. Such ethics, articulated to an indigenous ontology and ethics, presents the possibility of an open way of knowing and learning in the context of management learning, which is necessary not only for the radical contingency of the Anthropocene but also for the inclusion of other voices and knowledge, both human and nonhuman.
{"title":"A tragic ethics for the Anthropocene: On the unmanageable and impossible in management learning","authors":"Isleide Arruda Fontenelle","doi":"10.1177/13505076221111450","DOIUrl":"https://doi.org/10.1177/13505076221111450","url":null,"abstract":"This essay offers a reflection on which ethics can critically guide the field of management learning in the Anthropocene. Based on a negative ontology of humankind and nature, I understand the Anthropocene as being unmanageable and imposing an ethical dimension of the impossible on the field of management learning. Inspired by the Lacanian concept of tragic ethics, which is based on certain categories – radical contingency, indeterminacy and the impossible – I propose a tragic ethics for the Anthropocene. Such ethics, articulated to an indigenous ontology and ethics, presents the possibility of an open way of knowing and learning in the context of management learning, which is necessary not only for the radical contingency of the Anthropocene but also for the inclusion of other voices and knowledge, both human and nonhuman.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49400245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-13DOI: 10.1177/13505076221105870
Katie E Willocks
Across the globe, organisations are facing significant challenges and operating in increasingly volatile, uncertain, complex and ambiguous environments. In the context of such complexity, effective leadership is ever more important. Recently, a body of work known as ‘Leadership as practice’ and leadership as practice development has been developed as a useful way of thinking about leadership that is shared across organisational members as opposed to being inherent in the traits of individual leaders. At present methodological approaches for capturing and exploring leadership as practice remain in their infancy. This article contributes to leadership learning by arguing that we can learn a great deal about how leadership unfolds and is developed in practice by utilising a theoretical framework called Cultural Historical Activity Theory. Data from two leadership workshops are drawn upon to demonstrate the value of Cultural Historical Activity Theory for making visible the specificities of leadership that emerge collectively and collaboratively in practice. The article concludes with a critical discussion of what we can learn from the Cultural Historical Activity Theory approach and how this can be applied to the study of leadership, leadership learning and leadership development.
{"title":"Making leadership as practice development visible: Learning from Activity Theory","authors":"Katie E Willocks","doi":"10.1177/13505076221105870","DOIUrl":"https://doi.org/10.1177/13505076221105870","url":null,"abstract":"Across the globe, organisations are facing significant challenges and operating in increasingly volatile, uncertain, complex and ambiguous environments. In the context of such complexity, effective leadership is ever more important. Recently, a body of work known as ‘Leadership as practice’ and leadership as practice development has been developed as a useful way of thinking about leadership that is shared across organisational members as opposed to being inherent in the traits of individual leaders. At present methodological approaches for capturing and exploring leadership as practice remain in their infancy. This article contributes to leadership learning by arguing that we can learn a great deal about how leadership unfolds and is developed in practice by utilising a theoretical framework called Cultural Historical Activity Theory. Data from two leadership workshops are drawn upon to demonstrate the value of Cultural Historical Activity Theory for making visible the specificities of leadership that emerge collectively and collaboratively in practice. The article concludes with a critical discussion of what we can learn from the Cultural Historical Activity Theory approach and how this can be applied to the study of leadership, leadership learning and leadership development.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49333354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-07DOI: 10.1177/13505076221100919
N. Burton, M. Vu, Melissa Hawkins
Through a process of action research with a non-religious organization, this article provides a foundation for the characteristics of a secular discernment process. Importantly, we argue that discernment can be conceptualized as a process of entwined individual unlearning and collective relearning. Our action research study contributes to both the discernment and the unlearning literatures by unpacking how discernment encourages a process of individual unlearning – which our study suggests entails a process of ‘setting aside’ and reflexive-distancing from a priori individual knowledge – to be more open and receptive to new ways of emergent collective re-learning. The process of unlearning – and the behavioural norms and routines that are central to discernment – underscores the collective relearning process. The article concludes with future pathways for research.
{"title":"Secular discernment: A process of individual unlearning and collective relearning","authors":"N. Burton, M. Vu, Melissa Hawkins","doi":"10.1177/13505076221100919","DOIUrl":"https://doi.org/10.1177/13505076221100919","url":null,"abstract":"Through a process of action research with a non-religious organization, this article provides a foundation for the characteristics of a secular discernment process. Importantly, we argue that discernment can be conceptualized as a process of entwined individual unlearning and collective relearning. Our action research study contributes to both the discernment and the unlearning literatures by unpacking how discernment encourages a process of individual unlearning – which our study suggests entails a process of ‘setting aside’ and reflexive-distancing from a priori individual knowledge – to be more open and receptive to new ways of emergent collective re-learning. The process of unlearning – and the behavioural norms and routines that are central to discernment – underscores the collective relearning process. The article concludes with future pathways for research.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43520291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-28DOI: 10.1177/13505076221100923
Ari Kuismin
This article explores how a diffractive methodology can enrich research on organizational space and the senses. Through the creation of interferences, a diffractive methodology directs attention to how differences in sensing are created in the ongoing production of space and what the effects of these are. By using examples from an ethnographic study of the Hub, a university-based entrepreneurship space designed to invoke positive “buzz”, the article illustrates how a diffractive methodology allows for the exploration of the sensory design of space and how it governs the possibilities of sensing among participants. The article contributes to organizational research by demonstrating how a diffractive methodology can be utilized to explore sensing as a spatial, unstable achievement and by highlighting how differences in the possibilities of sensing can be an important analytical starting point.
{"title":"A sense of spacing: Toward a diffractive reading of organizational space","authors":"Ari Kuismin","doi":"10.1177/13505076221100923","DOIUrl":"https://doi.org/10.1177/13505076221100923","url":null,"abstract":"This article explores how a diffractive methodology can enrich research on organizational space and the senses. Through the creation of interferences, a diffractive methodology directs attention to how differences in sensing are created in the ongoing production of space and what the effects of these are. By using examples from an ethnographic study of the Hub, a university-based entrepreneurship space designed to invoke positive “buzz”, the article illustrates how a diffractive methodology allows for the exploration of the sensory design of space and how it governs the possibilities of sensing among participants. The article contributes to organizational research by demonstrating how a diffractive methodology can be utilized to explore sensing as a spatial, unstable achievement and by highlighting how differences in the possibilities of sensing can be an important analytical starting point.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"53 1","pages":"718 - 733"},"PeriodicalIF":2.4,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42402993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1177/13505076221100918
M. Crossan, Brenda Nguyen, Rachel E. Sturm, Dusya Vera, A. R. Ruiz Pardo, Cara C. Maurer
We introduce character into organizational learning by building theory about how strength of individual character enhances organizational learning and how unbalanced or weak character undermine organizational learning. Bringing character into organizational learning theory helps to elucidate the type of judgment (i.e. character-based judgment anchored in all dimensions of character) that is missing but required in organizational learning to resolve organizational learning dilemmas that have persisted in the field. In connecting character to organizational learning, we rely on the multi-level processes of the 4I framework of organizational learning as scaffolding to theoretically introduce the processes of character activation, character contagion, and character embeddedness and discuss how the different character configurations and processes enhance organizational learning across levels in an organization.
{"title":"Organizational learning through character-based judgment","authors":"M. Crossan, Brenda Nguyen, Rachel E. Sturm, Dusya Vera, A. R. Ruiz Pardo, Cara C. Maurer","doi":"10.1177/13505076221100918","DOIUrl":"https://doi.org/10.1177/13505076221100918","url":null,"abstract":"We introduce character into organizational learning by building theory about how strength of individual character enhances organizational learning and how unbalanced or weak character undermine organizational learning. Bringing character into organizational learning theory helps to elucidate the type of judgment (i.e. character-based judgment anchored in all dimensions of character) that is missing but required in organizational learning to resolve organizational learning dilemmas that have persisted in the field. In connecting character to organizational learning, we rely on the multi-level processes of the 4I framework of organizational learning as scaffolding to theoretically introduce the processes of character activation, character contagion, and character embeddedness and discuss how the different character configurations and processes enhance organizational learning across levels in an organization.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43059219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-23DOI: 10.1177/13505076221098957
P. Skilling, Fiona Hurd, Marjolein Lips-Wiersma, P. McGhee
In this article, we reflect on our experiences of teaching sustainability in management education in an emergent context of increasing and pervasive eco-anxiety. Our collaborative autoethnographic enquiry stemmed from the tensions we experienced in our desire to present a realistic view of the future to students, while still maintaining their (and our) sense of hope and agency. While sustainability in management education has long acknowledged the need to engage learners’ hearts and hands as well as their heads, the challenges of effectively integrating the emotional (heart) dimension in the classroom have remained under-explored in the literature. We develop the findings of our collaborative autoethnography into a framework that provides insights for educators navigating the range of emotional responses evoked in the sustainability in management education classroom. This framework acts as a roadmap, based around five spheres of practice, that will aid sustainability in management education educators in making more conscious and deliberate choices about their teaching practice within the complex context of eco-anxiety.
{"title":"Navigating hope and despair in sustainability education: A reflexive roadmap for being with eco-anxiety in the classroom","authors":"P. Skilling, Fiona Hurd, Marjolein Lips-Wiersma, P. McGhee","doi":"10.1177/13505076221098957","DOIUrl":"https://doi.org/10.1177/13505076221098957","url":null,"abstract":"In this article, we reflect on our experiences of teaching sustainability in management education in an emergent context of increasing and pervasive eco-anxiety. Our collaborative autoethnographic enquiry stemmed from the tensions we experienced in our desire to present a realistic view of the future to students, while still maintaining their (and our) sense of hope and agency. While sustainability in management education has long acknowledged the need to engage learners’ hearts and hands as well as their heads, the challenges of effectively integrating the emotional (heart) dimension in the classroom have remained under-explored in the literature. We develop the findings of our collaborative autoethnography into a framework that provides insights for educators navigating the range of emotional responses evoked in the sustainability in management education classroom. This framework acts as a roadmap, based around five spheres of practice, that will aid sustainability in management education educators in making more conscious and deliberate choices about their teaching practice within the complex context of eco-anxiety.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46966857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/13505076221091625
Samantha Parsley
This article develops a nascent theory of ‘sensilisation’ – a process of learning to be skilled in experiencing and displaying sensory knowledge according to social convention. In particular, I present data from an autoethnography of learning to be a DJ and producer of electronic music (hereafter ‘electronic music artist’), and in-depth interviews with 36 women at various stages of their careers as electronic music artists to present a tentative, sensory-led hypothesis for the enduring male dominance of the electronic music industry. I offer direction on how a ‘sensilisation analysis’ might be carried out, and conclude by suggesting that the lessons learned from this ‘extreme’ case study might illuminate more everyday encounters with gender, the senses and management learning and in particular, the Othering of minority individuals in occupational contexts. In addition, the article stands as an empirical exploration of Ashcraft’s concept of ‘senses of self’ in the construction and operation of occupational identities, and in particular occupational segregation – her metaphor of the ‘glass slipper’.
{"title":"Feeling your way as an occupational minority: The gendered sensilisation of women electronic music artists","authors":"Samantha Parsley","doi":"10.1177/13505076221091625","DOIUrl":"https://doi.org/10.1177/13505076221091625","url":null,"abstract":"This article develops a nascent theory of ‘sensilisation’ – a process of learning to be skilled in experiencing and displaying sensory knowledge according to social convention. In particular, I present data from an autoethnography of learning to be a DJ and producer of electronic music (hereafter ‘electronic music artist’), and in-depth interviews with 36 women at various stages of their careers as electronic music artists to present a tentative, sensory-led hypothesis for the enduring male dominance of the electronic music industry. I offer direction on how a ‘sensilisation analysis’ might be carried out, and conclude by suggesting that the lessons learned from this ‘extreme’ case study might illuminate more everyday encounters with gender, the senses and management learning and in particular, the Othering of minority individuals in occupational contexts. In addition, the article stands as an empirical exploration of Ashcraft’s concept of ‘senses of self’ in the construction and operation of occupational identities, and in particular occupational segregation – her metaphor of the ‘glass slipper’.","PeriodicalId":47925,"journal":{"name":"Management Learning","volume":"53 1","pages":"697 - 717"},"PeriodicalIF":2.4,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48191526","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：