This article is based on an empirical case study with an interactive research approach focusing on gendered norms in a Swedish truck Company. It discusses the combined value of using the metaphor of a firewall for (1) analysing how organizational constraining gendered norms are done in everyday organizational life, and (2) as a practical tool to facilitate the processes aimed at improving norm awareness. The metaphor embodies an understanding that makes it possible to visualize relational ongoing organizational processes and power dimensions. In addition, the firewall is useful for emphasizing variations and complexity. Variations and dynamics are manifested in the ways that employees need to fulfil varying "codes" in order to be accepted. The possession of certain codes (norms) that are required to pass through the first layer of the firewall (employment), and give access to some networks, does not automatically ensure acceptance and integration into more influential networks (referred to as the informal and inner layers of the firewall). The results furthermore show that the firewall metaphor is fruitful when facilitating reflection processes amongst employees to improve norm awareness and to discuss strategies for change. The conclusion is that the firewall metaphor facilitates an analysis of the relational and complex doing of constraining norms, and that it also can be used to initiate change.

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Abduktion beskriver Peirce som en process som uppstår då forskaren möter något som förbryllar i ett empiriskt material och som efter viss tankemöda bidrar till att nya idéer uppkommer som går att undersöka vidare. Trots Peirces omfattande publikationer som behandlar denna process är han ytterst sparsam kring att ge metodologiska råd hur förflyttningen från något som förbryllar till nya insikter går till. Peirces begrepp habituation kan ge en viss vägledning, vilket enligt Peirce avser att forskaren behöver ha en beredskap att tänka på nya sätt, det vill säga en förmåga att ständigt lära för att kunna utveckla nya tankemönster där inspiration kan erhållas från en variation av material och personer. I denna artikel presenteras perspektivskifte som en metod vilken kan hjälpa forskaren med förflyttningen från begränsande till nya tankemönster. Metoden innebär initialt att forskaren stannar upp vid utsagorna och reflekterar över det egna perspektivet, egentligen de egna tankemönstren formade utav tidigare erfarenheter. Den egna förståelsen ställs sedan i förhållande till det perspektiv från vilket intervjupersonen talar, vilket även det är format utav tidigare erfarenheter. Tillämpandet av metoden illusteraras utifrån ett etnografiskt intervjumaterial med äldre manliga närpoliser som berättar om den nya organisatoriska praktik som uppstod i och med närpolisreformen.

Ingen abstract.

The article presents how the approach action-oriented gender research can be used in change processes to achieve a genderaware academy. The approach has previously been developed in several research and development projects, in the public and private sectors, while the article shows that the approach can also be applied within the academy. Action-oriented gender research is rooted in gender research that studies how gender is done in organizations, and in action-oriented pedagogical theory that engages with learning in and development of organizations. The approach also has a well-proven methodology for how processes of change can be conducted. The methodology is characterized by working with a group as a method and especially a group of managers; both women and men. The approach is further characterized by two models that are anchored in gender and action research. The approach’s model of change consists of three processes: learning and exploration, mobilization and change (Amundsdotter 2009). Participating managers initially work to create knowledge about how gender is done in the organization. Thereafter, mobilization for change begins through the development of strategies and a deepened understanding of gender, power and organization. The strategies are gradually formed into change work at one’s own workplace. The gender-theoretically grounded model included in the approach has taken inspiration from Joan Acker (1992) and consists of four processes: gender divisions, symbols and images, interactions and internal mental work. This latter model has been applied in the learning and change processes that are organized so that both quantitative and qualitative aspects are focused. The purpose of the article is to present the theoretical and methodological foundations of the approach and to show how the approach has been applied within academia. In addition, the results that emerged during change work at two Swedish universities with the ambition of achieving a gender-aware academy are described.