Texts, Facts, and Femininity: Exploring the Relations of Ruling.

Smith, J. H.; Smith, Dorothy E.

doi:10.2307/2074806

Cited by 301 publications

(522 citation statements)

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“…This is well documented by multicultural educational research (Hoem 1976;Skutnabb-Kangas 1981;SkutnabbKangas and Cummins 1988;SkutnabbKangas and Kangas 1990). Sociological research (Bourdieu 1989;Bourdieu and Passeron 1990) and feminist research (Smith 1990a;1990b;Harding 1993;1996) support these findings.…”

Section: A Monocultural "Regime Of Truth"mentioning

confidence: 93%

Special needs education and ethnic diversity in Norway

Pihl

2002

Scandinavian Journal of Disability Research

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Section: A Monocultural "Regime Of Truth"mentioning

confidence: 93%

Special needs education and ethnic diversity in Norway

Pihl

2002

Scandinavian Journal of Disability Research

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“…Institutional ethnography recognises the particular ways in which texts enter into social action and work as coordinators of socially organised processes, enabling analysts to investigate the macrosocial ethnographically (Smith 2005). Analysis of any active text depends, therefore, on the analyst-as-member's social knowledge of the interpretive practices and schemata relevant to the reading (Smith 1990). …”

Section: The Analytic Approach and Methodsmentioning

confidence: 99%

“…Smith (1990) designates textual strategies that set up binary oppositionals 'contrast structures'. Deictic terms include pronouns and pronominals and, along with temporal and spatial terms such as now, here, there, and then, they work to organise the positions and arrangements of the persons to whom they refer with reference to the 'position' of the speaker or writer.…”

Section: Assemblages Of Sub-standard Teachersmentioning

confidence: 99%

Creating Catch 22: zooming in and zooming out on the discursive constructions of teachers in a news article

Garrick

2011

International Journal of Qualitative Studies in Education

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The media regularly present negative news articles about teachers and teaching. This paper focuses particularly on one such news article. Using reflective analytic practices, first we zoom in to conduct a detailed analysis of the text. We find that complex and contradictory moral categories of teachers are assembled within and through the text. We then zoom out to consider the potentially detrimental effects of such public discourses on teachers and the teaching profession. We make visible the dominant discourses in this text, illuminating some of the societal issues and practices that are textually constituted within this and other news articles about teachers. We provide evidence of a public discourse that might be contributing towards continuing concerns and negative public opinion regarding teacher quality and schooling standards. We argue that such news articles may well work to influence public opinion regarding declining teacher quality and standards, and of public schools as being in crisis, creating moral panic.Keywords: textual analysis; teachers; media; reflective practice; public discourses 2 "Sure there's a catch," Doc Daneeka replied. "Catch-22. Anyone who wants to get out of combat duty isn't really crazy".There was only one catch and that was Catch-22, which specified that a concern for one's own safety in the face of dangers that were real and immediate was the process of a rational mind. … Orr was crazy and could be grounded. All he had to do was ask; and as soon as he did, he would no longer be crazy and would have to fly more missions. Orr would be crazy to fly more missions and sane if he didn't, but if he was sane he had to fly them. If he flew them he was crazy and didn't have to; but if he didn't want to he was sane and had to. Yossarian was moved very deeply by the absolute simplicity of this clause Catch-22 and let out a respectful whistle.

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“…The metaphorical conceptualization of organization simply as the organizational chart can easily neglect the multiple views from below and from the margins, including women's experiences. Seeing organizations as collections of more complex and diffuse relations of ruling (Smith, 1990) makes for more credible knowledge from the margins (Collins, 1990). …”

Section: Organizationsmentioning

confidence: 99%

Men, Masculinities, and Gender Relations

Hearn¹,

Collinson

2018

Oxford Research Encyclopedia of Business and Management

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SummaryEven though gender and gender analysis are still often equated with women, men and masculinities are equally gendered. This applies throughout society, including within organizations. Following 2 pioneering feminist scholarship on work and organizations, explicitly gendered studies on men and masculinities have increased since the 1980s. The need to include the gendered analysis of men and masculinities as part of gender studies of organizations, leadership and management, is now widely recognized at least within gender research. Yet, this insight continues to be ignored or downplayed in mainstream work and even in some studies seen as 'critical'. Indeed the vast majority of mainstream work on organizations still has either no gender analysis whatsoever or relies on a very simplistic and crude gender analysis.Research on men and masculinities has been wide-ranging and has raised important new issues about gendered dynamics in organizations, including: cultures and counter-cultures on factory shopfloors; historical transformations of men and management in reproducing patriarchies; the relations of bureaucracy, men and masculinities; management-labour relations as interrelations of masculinities; managerial and professional identity formation; managerial homosociality; and the interplay of diverse occupational masculinities. Research has revealed how structures, cultures and practices of men and masculinities continue to persist and to dominate in many contemporary organizations. Having said this, the concepts of gender, of men and masculinities, and of organization have all been subject to complex and contradictory processes that entail both their explicit naming and their simultaneous deconstruction and critique. This is illustrated, respectively, in: the intersectional construction of gender; the pressing need to name men as men in analysis of organizational dominance, but also deconstruct the category of men as provisional; and in the multiplication of organizational forms as, for example, inter-organizational relations, net-organizations, and cyberorganizations.These contradictory historical and conceptual namings and deconstructions are especially important in the analysis of transnational organizations operating within the context of globalization, transnationalizations, production, reproduction, and trans(national)patriarchies. Within transnational organizations such as large gendered multinational enterprises, the taken-forgranted nature of transnational gendered hierarchies and cultures persists in management, maintained partly through commonalities across difference, gendered horizontal specializations and controls. Transnational organizations are key sites for the production of a variety of developing forms of (transnational) business masculinities, some more individualistic, some marriage-based, some nation-based, some transcending nation. These masculinities have clear implications for gendered practices in private spheres, including the provision of domestic servicing often by black and minor...

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Texts, Facts, and Femininity: Exploring the Relations of Ruling.

Cited by 301 publications

References 0 publications

Special needs education and ethnic diversity in Norway

Special needs education and ethnic diversity in Norway

Creating Catch 22: zooming in and zooming out on the discursive constructions of teachers in a news article

Men, Masculinities, and Gender Relations

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