I lost my baby today: Embodied writing and learning in organizations

Boncori, Ilaria; Smith, Charlotte

doi:10.1177/1350507618784555

Cited by 70 publications

(84 citation statements)

References 80 publications

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“…This autoethnographic study started out as an individual effort, but the bulk of the problematization, theorizing, analysis and story-telling emerged out of co-reflection and co-authorship (Johansson and Jones, 2019) to improve the ability to scrutinize the interaction among researchers, the environment and other social actors (as noted above by Anderson). Having not been part of a bullying context provides an opportunity for critical, imaginative and emphatic reflection, and as it turned out, the conceptual encounterer was instrumental in facilitating an understanding of the possibility of having become a victim and a bystander, in this case, showing the possibility of how we might view ourselves, rather than how we expect others to view us (Boncori and Smith, 2019).…”

Section: Methods and Approachmentioning

confidence: 99%

“…After the field study ended, the autoethnographer moved to another country and teamed up with a researcher, henceforth ‘the conceptual encounterer’. A conceptual encounterer acts as a friend, supporting the autoethnographer’s feelings and judgement with empathy, presence, expertise and knowledge (Boncori and Smith, 2019; see De Rivera, 2006; Kempster and Stewart, 2010; McLeod, 2001).…”

Section: Methods and Approachmentioning

confidence: 99%

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Bullying and the neoliberal university: A co-authored autoethnography

Zawadzki

Jensen

2020

Management Learning

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The purpose of this article is to deepen the understanding of academic bullying as a consequence of neoliberal reforms in a university. Academics in contemporary universities have been put under pressure by the dominance of neoliberal processes, such as profit maximization, aggressive competitiveness, individualism or self-interest, generating undignifying social behaviours, including bullying practices. The presented story takes us – a junior academic and his conceptual encounterer – through our remembered experiences and field notes around a set of workday events in one European university reformed through managerial solutions as the object of the study. To do that, we employ co-authored analytic autoethnography to learn how neoliberal solutions reinforce paternalistic relationships as significant in career development, how such solutions enable the bullying of young academics and how neoliberalism in academia prevents young academics from contesting bullying. We are particularly interested in the bystander phenomenon: a person who shies away from taking action against bullying and thus strengthens bullying practices.

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Section: Methods and Approachmentioning

confidence: 99%

Section: Methods and Approachmentioning

confidence: 99%

Bullying and the neoliberal university: A co-authored autoethnography

Zawadzki

Jensen

2020

Management Learning

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“…This method presents personal narrative and enables a high level of personal reflexivity and highly specific and contextualized accounts. While storytelling is an important element of this writing, autoethnographic formats are varied and inventive to include vignettes (Lee & Gouzouasis, 2017;Perkins, 2017), streams of thought (Boncori & Smith, 2019;Szwabowski, 2018), poetry (Denshire, 2014;MacDonald, 2018;Szwabowski, 2018), performance scripts (Bhattacharya, 2014), and music (Lee & Gouzouasis, 2017). Furthermore, autoethnography provides an understanding of social and cultural realities from researcher experiences that serve as the basis of social critique and possibilities for change (Chang, 2013;Lapadat, 2017) to validate and inspire others (Diener & Liese, 2009).…”

Section: Methodsmentioning

confidence: 99%

Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape

Changfoot¹,

Andrée²,

Levkoe³

et al. 2020

Michigan Journal of Community Service Learning

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Pre-and post-tenure faculty face immense pressure to meet professional expectations and requirements from their colleagues and disciplines. Faculty involved in community-campus engagement (CCE) for social change face additional demands to maintain relationships and continue their interventions. We present a collective autoethnography from a Canadian context reflecting on experiences as CCE faculty at various stages of tenure and promotion (T&P). We draw from our efforts working together on a pan-Canadian CCE research project, Community First: Impacts of Community Engagement (CFICE). From these experiences, we identify tensions within T&P processes and argue the need for highly contextualized narratives when faculty present their collaborative efforts, research processes with community partners, and community impact in their multiple faculty roles. From these kinds of narratives, the intra-and inter-institutional gaps, connections and spaces become clearer, especially for tenured and increasingly senior faculty, to support culture change at the institutional level, thereby increasing the value and recognition of CCE.

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“…Writing to confuse the phallogocentric order has engaged critical organisational scholars over the years. Skilled writers have introduced alternatives to the hegemonic norm, such as dirty writing (Pullen and Rhodes, 2008), embodied writing (Boncori and Smith, 2019;Fotaki and Harding, 2018;Katila, 2019), vulnerable dream writing (Helin, 2019), and feminine writing (Vachhani, 2015(Vachhani, , 2019. Different to these creative and liberatory approaches, feminist dog-writing goes further in critiquing the hu-man-centredness of scholarly writing and the dominant silencing of other animals in our field.…”

Section: On Feminist Dog-writingmentioning

confidence: 99%

Writing with the bitches

Huopalainen

2020

Organization

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Could the everyday affective relationships that we share with our animal companions inspire us to think, write and even care ‘differently’ in the field of organisation studies? In this paper, I suggest that organisational scholars have plenty to learn from post-qualitative writing and the posthumanist practice of feminist dog-writing. Drawing from literature on posthumanism, humanimal relations and post-qualitative methodology, I first frame feminist dog-writing as a practice that relies on post-qualitative writing and discuss what this framing potentially involves, in concrete terms. Second, I experiment with ‘writing with the bitches’ to illustrate how this kind of writing ‘differently’ – in ways in which the entangled co-becoming of the humanimal is highlighted in its multiplicity – could contribute to discussions of humanimal relations in the field of organisation studies and more disruptive, post-qualitative forms of writing in our scholarly field. Despite the many challenges of anthropocentric language and representation, I argue that feminist dog-writing has the capability to creatively confuse, disrupt, and transform more ‘conventional’, mechanical, and hu man-centred forms of academic writing. Finally, I suggest that feminist dog-writing invites human animals to engage differently with the sensate, more-than-human life-worlds that human-centred accounts of organisational life have typically sentimentalised, trivialised, or overlooked.

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I lost my baby today: Embodied writing and learning in organizations

Cited by 70 publications

References 80 publications

Bullying and the neoliberal university: A co-authored autoethnography

Bullying and the neoliberal university: A co-authored autoethnography

Engaged Scholarship in Tenure and Promotion: Autoethnographic Insights from the Fault Lines of a Shifting Landscape

Writing with the bitches

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