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Article
Publication date: 8 January 2018

Stephan Raaijmakers, Inge Bleijenbergh, Brigit Fokkinga and Max Visser

This paper aims to challenge the alleged gender-neutral character of Argyris and Schön’s theory of organizational learning (1978). While theories in organizational science…

Abstract

Purpose

This paper aims to challenge the alleged gender-neutral character of Argyris and Schön’s theory of organizational learning (1978). While theories in organizational science seem gender neutral at the surface, a closer analysis reveals they are often based on men’s experiences.

Design/methodology/approach

This paper uses the method of gender subtext analysis, centering on gendering and its interaction with gender, class and race.

Findings

The dichotomous learning scheme of Argyris and Schön, in which a limited learning approach with alleged masculine values and interaction styles is opposed to an ideal learning approach with feminine values and interaction styles, is related to Bendl’s subtexts of feminization and of unconscious exclusion and neglect in organizational theories. To overcome the binary character of the theory, a gradient and contextualized approach to organizational learning is proposed.

Originality/value

This paper is the first to apply gender subtext analysis to theories of organizational learning and, thus, to analyze their gender subtext.

Details

The Learning Organization, vol. 25 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

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Article
Publication date: 8 January 2018

Patrice M. Buzzanell

This paper aims to first introduce the four contributions to the themed issue of The Learning Organization entitled “Learning Organization/Organizational Learning and…

Abstract

Purpose

This paper aims to first introduce the four contributions to the themed issue of The Learning Organization entitled “Learning Organization/Organizational Learning and Gender Issues”. Second, the commonalities among these articles function as themes that can generate further research and engaged or problem-driven scholarship and practice.

Design/methodology/approach

Feminist critique.

Findings

These articles challenge commonsense, blur boundaries between reality and imagined visions and form a multilevel matrix for understanding and change regarding gendered learning organizations.

Originality/value

As an introduction to a special issue, this essay summarizes and extends on the four contributions and then extends the insights to encourage discovery, learning and engagement.

Details

The Learning Organization, vol. 25 no. 1
Type: Research Article
ISSN: 0969-6474

Keywords

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