A tale of the field: reading power and gender in the learning organization

Abstract

In this article, I will argue that learning organizations that claim certain emancipatory promises in principle continue to ignore issues of gender, which, in practice are a distinctive and defining feature of our workplace contexts. Applying a feministÁFoucauldian interpretive framework, I intend to demonstrate and analyse the material workings of power, and how power relations work to produce both people and actions in organizations, which contributes to reproducing a patriarchal system, through a recounting of my own experiences as a Learning and Development manager implementing a change program at Xtrading Worldwide. In particular, by means of an auto-ethnographic account, I intend to illuminate the manner in which this patriarchal system not only contradicts the philosophy of the learning organization, highlighting its embeddedness within contemporary capitalist and managerialist discourse, but also how it works to produce both subordinated women and behaviours, which continues to exclude them from occupying levels of seniority in organizations.

What's the use of Foucault in research on lifelong learning and post-compulsory education? A review of four academic journals

“…A common theme in several articles (Albertyn et al, 2001;Alexiou, 2005;Crowther et al, 1999;Crowther, 2000;English, 2005English, , 2006Fenwick, 2001Fenwick, , 2002Hughes, 2000) is analyses of practices of resistance and, in some of them, also discussions on how such practices can be created based on Foucault's conception of power and knowledge. Usually one relates power to governing in a specific way.…”

Regenerating the learning organisation: towards an alternative paradigm

“…Since this early optimism, this conception of the LO has been undermined by a series of critiques (Coopey, 1995; Flood, 1999; Fielding, 2001; Alexiou, 2005; Grieves, 2008; Eijkmanm, 2011). A fundamental criticism is that the notion of learning in the organisational context is more problematic than the initial formulations have allowed.…”

“…In general, this approach has generated a discontinuity of the mainstream LO/OL discourse, and opened up room for alternative LO/OL. That is, this approach recognises the repressive dimension of LO/OL (Driver, 2002; Alexiou, 2005; Akella, 2007b), problematises the ideology of instrumental rationality embedded in LO/OL (Akella, 2002), and hence it also legitimates space for a radical perspective of LO/OL (Örtenblad, 2002; Eijkmanm, 2011). From the lens of radical LO/OL, for instance, Örtenblad (2002) discussed the potential of Burrell and Morgan’s (1979) Radical Humanism and Radical Structuralism paradigms, whilst Flood (1999) identified the possibility of ancient wisdom such as Zen and Confucianism.…”

Learning Organization Impact on Internal Intellectual Capital Risks: An Empirical Study in the Jordanian Pharmaceutical Industry Companies

“…Regarding what is associated with the risk of communications limitations between employees themselves in the organization, we can see that the learning organization operate on the creation of the administrative communications department for the purpose in order to find a working relationship between the employees and the creation of the successful means of communication contributing to establish human interaction instead of technology interaction which will reflect positively on the employee's work relations in the organization (Olariu, 2011). On the other hand, the risk on the internal conflicts handling between employees, the learning organization operate to make an organizational balance based on strategies (Yang, et al, 2004) through make the roles, powers and authorities are clarified, which achieve integration and harmony to prevent conflicts (MaKKi, et al, 2008) Regarding of what is associated with risks handling related to the human capital represented in the risk obsolescence of employees' capabilities and skills, the learning organization operates to use the open training strategy that includes a set of training programs that contribute to make change in the new and advanced methods of work (AleXiou, 2005). Regarding the aspect of risk handling of knowledge obsolescence among the employees, the learning organization is working to create learning and interactive climates by adoption of the work teams strategy based on approved social acceptance strategy that will help to collectively generate knowledge, through a set of learning and interactive methods such as, (brainstorming method, fishbone method and the Delphi method).…”

“…When researchers reviewed the accurate scientific researches and theoretical literature on the subject, it appears that there are a set of factors dealing with these risks, mainly the continuous learning, leadership supporting and organizing social activities that support self and collective learning that contribute to enhance knowledge leading to generate creativity and that the managing philosophy contributing to provide these factors is the philosophy of the learning organization (Alexiou, 2005).…”