Constructing Crisis

Spector, Bert

doi:10.1017/9781108551663

Cited by 33 publications

(3 citation statements)

References 244 publications

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“…However, applying a trickster lens to our roles as facilitators of leadership learning and development extends conceptual understanding about the contribution of the facilitator to leadership learning, education and development. This is with an eye on the politicized 'identity workspace' (Petriglieri and Petriglieri, 2010) that is performatively created through a context of crisis constructing (O'Reilly et al, 2015;Spector, 2019). These entwined understandings of self, others, what learning is and how it is valued are not neutral but shaped by dominant narratives in management pedagogy (Iszatt White et al, 2017).…”

Section: Power and Identity In Facilitating Leadership Learningmentioning

confidence: 99%

“…We use this latter exercise to critique our experiences of facilitating leadership learning and education. In doing so, we highlight how leadership educators/ facilitators are implicated in the romanticization of leadership development that is based on the response to wicked problems (Grint, 2005) in a context of crisis constructing (where crisis is seen as a socially produced and discursively constituted and often reflects the orientation of those in positions of powerleaders) (O'Reilly et al, 2015;Spector, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

2021

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This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

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Section: Power and Identity In Facilitating Leadership Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

2021

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“…In other words, the lens of the eventful historic turn requires the researcher to turn away from the traditional research of historic events in terms of their "dead" traces, and to focus on researching the "live" traces in the memory of their afterlives. Particular focus should be placed upon the "fateful" past events (Burke, 2015) that typically signal crisis (Spector, 2019). Researching ongoing crisis requires a shift "from afterlife to aftermath" of impactful events (Assmann, 2015) such as a global pandemic of infectious disease, the growing concern of climate change with its far reaching implications within our world community, and/or economic fallout from ignored sustainability.…”

Section: Integrating Mnemohistorymentioning

confidence: 99%

Taking an eventful historic turn down the cultural memory lane

Deal

Novičević

Mills

et al. 2020

JMH

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Purpose This paper aims to find common ground between the supposed incompatible meta-historical positioning of positivism and post-positivism through a turn to mnemohistory in management and organizational history. Design/methodology/approach Drawing on the idea of creative synthesis and positioning theory, the authors interject concepts from cultural memory studies in historical research on business and organizations to encourage management historians and organization theorists interested in joining the dialogue around how the past is known in the present. Using notions of “aftermath” and “events,” the idea of apositivism is written into historical organization studies to focus on understanding the complex ways of how past events translate into history. The critical historic turn event is raised as an exemplar of these ideas. Findings The overview of the emergence of the controversial historic turn in management and organization studies and the positioning of its adherents and antagonists revealed that there may be some commonality between the fragmented sense of the field. It was revealed that effective history vis-à-vis mnemohistory may hold the potential of a shared scholarly ethic. Originality/value The research builds on recent work that has sought to bring together the boundaries of management and organizational history. This paper explains how mnemohistory can offer a common position that is instrumental for theorizing the relationships among the past-infused constructs such as organizational heritage, legacy and identity.

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Leadership Generativity and the Social, Emotional, and Pragmatic Pivot from Crisis to Post‐Crisis

Gigliotti

2024

J of Leadership Studies

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During a time of cascading crises within organizations and societies, those engaged in leadership are called upon to respond to the pressures of the moment and to advance change that will contribute to individual and collective vitality. The work of leadership generativity becomes particularly pronounced in the social, emotional, and pragmatic pivot from crisis to post‐crisis. In response to these many internal and external pressures and opportunities, this article addresses key questions and considerations for global leadership in the aftermath of crisis. Specifically, as presented in a forthcoming book on the subject, the article introduces five leadership practices that are recognized as especially critical for post‐crisis leadership: (a) encourage learning, (b) cultivate resilience, (c) stimulate meaning‐making, (d) pursue reinvention, and (e) advance renewal.

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Constructing Crisis

Cited by 33 publications

References 244 publications

Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Taking an eventful historic turn down the cultural memory lane

Leadership Generativity and the Social, Emotional, and Pragmatic Pivot from Crisis to Post‐Crisis

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