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"Poststructuralism"
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Review essay: Reframing trauma through social justice: Resisting the politics of mainstream trauma discourse edited by Catrina Brown
Manja Visschedijk reviews Catrina Brown’s (2024) edited collection Reframing trauma through social justice: Resisting the politics of mainstream trauma discourse. Routledge. 356pp. ISBN 9781032459899, ISBN 9781003379591 (ebook).
Journal Article
The poststructuralist ontology on leadership: identity and materiality in evidence
Leadership is considered a relevant topic for organizational studies, which can be verified by the numerous academic journals dedicated exclusively to the theme. However, despite the proliferation of journals and several publications on the subject, the definition of leadership is still vague, generally considered by the mainstream to be a male attribute of heroic individual leaders. This article presents a critical analysis of the mainstream on leadership, focused on analyzing the poststructuralist ontology on leadership. The study contributes to the ontological debate on leadership by addressing what leadership is for poststructuralism, emphasizing its ontological differences in relation to the mainstream. Poststructuralism promotes an alternative ontology of leadership to the mainstream that breaks with the universal conception of leadership by highlighting its microsocial and discursive characteristic, conceiving leadership as a micro-political discursive process. It is fundamental for understanding the poststructuralist ontology of leadership to comprehend (1) the production of the identities of leaders and followers and (2) the materiality of leadership.
Journal Article
Acts and apparitions : discourses on the real in performance practice and theory, 1990-2010
'Acts and Apparitions' examines how new performance practices from the 1990s and the present day have been driven by questions of the real and the ensuing political implications of the concept's rapidly disintegrating authority.
Book
Why there is no poststructuralism in France : the making of an intellectual generation
French thinkers such as Lacan and Derrida are often labelled as representatives of 'poststructuralism' in the Anglophone world.However in France, where their work originated, they use no such category; this group of theorists - 'the poststructuralists' - were never perceived as a coherent intellectual group or movement.
eBook
Women’s Entrepreneurship Policy Research: A 30-year review of the evidence
This paper focuses on women’s entrepreneurship policy as a core component of the entrepreneurial ecosystem. We use a systematic literature review (SLR) approach to critically explore the policy implications of women’s entrepreneurship research according to gender perspective: feminist empiricism, feminist standpoint theory, and post-structuralist feminist theory. Our research question asks whether there is a link between the nature of policy implications and the different theoretical perspectives adopted, and whether scholars’ policy implications have changed as the field of women’s entrepreneurship research has developed. We concentrate on empirical studies published in the “Big Five” primary entrepreneurship research journals (SBE, ETP, JBV, JSBM, and ERD) over a period of more than 30 years (1983–2015). We find that policy implications from women’s entrepreneurship research are mostly vague, conservative, and center on identifying skills gaps in women entrepreneurs that need to be “fixed,” thus isolating and individualizing any perceived problem. Despite an increase in the number of articles offering policy implications, we find little variance in the types of policy implications being offered by scholars, regardless of the particular theoretical perspective adopted, and no notable change over our 30-year review period. Recommendations to improve the entrepreneurial ecosystem for women from a policy perspective are offered, and avenues for future research are identified.
Journal Article
Investment and motivation in language learning: What's the difference?
The year 2020 marked the 25th year since Bonny Norton published her influential TESOL Quarterly article, ‘Social identity, investment, and language learning’ (Norton Peirce, 1995) and the fifth year since we, Darvin and Norton (2015), co-authored ‘Identity and a model of investment in applied linguistics’ in the Annual Review of Applied Linguistics. From the time Norton's 1995 piece was published, investment and motivation have been conceptually imbricated and often collocated, as they hold up two different lenses to investigate the same reality: why learners choose to learn an additional language (L2). In our 2015 article, we made the case that while it is important to ask the question, ‘Are students motivated to learn a language?’ it is equally productive to ask, ‘Are students invested in the language practices of the classroom or community?’ (Darvin & Norton, 2015, p. 37). We recognize that the relationship between language teachers and learners is unequal, and that teachers hold the power to shape these practices in diverse ways. Teachers bring to the classroom not only their personal histories and knowledge, but also their own worldviews and assumptions (Darvin, 2015), which may or may not align with those of learners. Relations of power between learners can also be unequal. As Norton and Toohey (2011, p. 421) note:
A language learner may be highly motivated, but may nevertheless have little investment in the language practices of a given classroom or community, which may, for example, be racist, sexist, elitist, anti-immigrant, or homophobic. Alternatively, the language learner's conception of good language teaching may not be consistent with that of the teacher, compromising the learner's investment in the language practices of the classroom. Thus, the language learner, despite being highly motivated, may not be invested in the language practices of a given classroom.
Journal Article