Professional blinders? The novel as an eye-opener in organizational analysis

ABSTRACT

Scholarly textbooks often follow a logic where suitable empirical cases are selected to illustrate the theoretical and analytical points that we as scholars want to make. But what would happen if we would do the opposite: build a textbook on a novel written by a novelist for such purpose and let the theories explain the actions and emotions of fictional characters? In this article, we share and reflect upon our experiences of co-authoring a textbook in organization theory together with a professional novelist. We argue that the novel can function as an eye-opener in organizational analysis, forcing us to look beyond more static and rationalistic perspectives on organizations as well as the stereotypes of such. We build and relate our experiences to the growing literature about using fiction in scholarly work and discuss the potential of such genre-bending work when we bring in flesh and blood into the analyses.     

Sektion Frauen- und Geschlechterforschung

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Editorial

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”Technisierung und Subjektivierung. Zur Veränderung des Arbeitshandelns in der Wissensgesellschaft“ Workshop der Akademie für Technikfolgenabschätzung in Baden-Württemberg, 28./29.11.2002

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Analyse biographique du travail féminin

Cet article montre comment l'application d'une méthode d'analyse biographique d'interaction à un domaine où l'interaction paraît évidente — activité féminine et fécondite — ouvre des perspectives nouvelles. En effet, les limites qui apparaissent lors de cette analyse conduisent les auteurs à conclure que ce n'est pas en raffinant les méthodes mais plutôt la collecte que l'on parviendra à progresser dans ce domaine. Le problème des interactions de l'activité et de la fécondité semble mal posé avant même le recours à la méthode. Cela justifie la nécessité de saisir le travail féminin comme concept unifié ne dissociant pas la sphère domestique et la sphère rémunérée. Cela conduit les auteurs à dégager quelques principes de collecte mieux adaptés aux préoccupations récentes dans ce domaine: des données biographiques sur le travail féminin. L'interaction collectée à sa source se prêterait alors à une analyse biographique plus révélatrice que celle qui confronte deux processus sans en évaluer les modalités changeantes.This article demonstrates how life event history analysis applied to the interaction between fertility and female economic activity can lead to new perspectives in the analysis of this complicated relationship. The authors identify limits to the analysis of the interaction given the anticipatory nature of behaviour. They conclude that progress in this field requires not the refinement of methods but rather a fundamental change in the approach to the data collected. If fertility and employment are considered separately, a problem is created even before the methods of analysis are applied. They recommend a conception of women's work as a whole, a conception that does not dissociate domestic and paid work. The authors go on to identify ways of improving the relevance of data collection to contemporary issues in the life history analysis of women's work. They argue that data on the interaction, collected at its source, would yield a more revealing life history than that which sees domestic work and paid work as separate spheres, and fails to take account of changes in their relationship.     

Spaces of Participation in Pre‐School: Arenas for Establishing Power Orders?

This article reports an ethnographic study of pre‐school children's social knowledge domains. Results show how the children's shared knowledge concerning social status and social differentiation in the group was strengthened and confirmed during a traditional teacher‐led ring game, where they were supposed to choose a friend. We suggest that from the perspective of the children, the game situation may be understood as, at the same time, a space of participation and an arena for establishing the power order. From the perspective of the teacher, pedagogical intentions may be challenged as they encounter and are mediated and interpreted by children's peer‐cultures.