2005
DOI: 10.1177/1350507605055349
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On Bodies, Rhinestones, and Pleasures

Abstract: In this article I review what kinds of emotions might be felt by women who are teaching managers. I counterpoise arguments that women's bodies are over-determined as motherly or lacking in masculinity, and therefore lack embodied authority, so leading to feelings of inadequacy, fear, and anxiety with the view that there are spaces, modes and moments when women can exceed, or interrupt these interpolations to produce most pleasurable relations. As a way into the debates, I examine ideas drawn from women's studi… Show more

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Cited by 57 publications
(65 citation statements)
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“…While not explicitly articulated in terms of ethics, feminist organization scholars have highlighted the ways in which particular discourses or 'scripts' subjectify both males and females by offering an ideal embodied identity for which one must strive (Holmer-Nadesan and Trethewey, 2000: 224). Swan (2005) examines how the teacher's body is a surface upon which competencies and abilities are inscribed, often in hierarchical ways, while Gatrell (2011) takes this work further by showing how the maternal body is a text that is inevitably positioned outside organizational practices.…”
Section: Foucault and Ethical Subjectivitymentioning
confidence: 99%
See 1 more Smart Citation
“…While not explicitly articulated in terms of ethics, feminist organization scholars have highlighted the ways in which particular discourses or 'scripts' subjectify both males and females by offering an ideal embodied identity for which one must strive (Holmer-Nadesan and Trethewey, 2000: 224). Swan (2005) examines how the teacher's body is a surface upon which competencies and abilities are inscribed, often in hierarchical ways, while Gatrell (2011) takes this work further by showing how the maternal body is a text that is inevitably positioned outside organizational practices.…”
Section: Foucault and Ethical Subjectivitymentioning
confidence: 99%
“…It relates to influential debates in organizational studies (Hassard, Holliday and Willmott, 2000;Brewis and Linstead, 2003;Swan, 2005), by linking the body to the articulation of an ethical position for organizational practice. In terms of organizational ethics, we can see that the proposed approach addresses the problematic absence of a material account of the body that has to date persisted.…”
Section: The Bodymentioning
confidence: 99%
“…Other work on embodied practices in management pedagogy support Irigaray's theories. Swan (2005), for example, examines specifically how the teacher's body is a surface upon which competencies and abilities are inscribed, often in hierarchical ways. In a similar vein, Sinclair (2005: 387) 'holds bodies, in their fleshy version, prominent, and [we need] to focus on bodies as possibilities, rather than as constraints', thus affirming ways in which material subjectivities of (women's) bodies are imprinted and positioned.…”
Section: Language and Embodiment In Organization Theorymentioning
confidence: 99%
“…Secondly, gendered assumptions about ideal workers, who do not allow personal life (Holt and Lewis, 2011) or problematic and unpredictable (female) bodies to interfere with work (Swan, 2005), may inhibit some women using ART from disclosing. Due to the paucity of research on disclosure of ART treatment in the workplace, work on pregnancy in the workplace may serve as an example.…”
Section: Introductionmentioning
confidence: 99%