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Marketing “from the intra‐organizational perspective” has been comparatively untouched by the critical turn in organization studies. The objective of the present paper is to contribute to a critical examination of marketing as a change discourse by focusing on service management scholarship. In particular, the paper focuses upon the gap‐model.

Foucault's disciplinary power concept is used to analyze how the gap‐model tends to objectify, subjectify and normalize.

Focusing on service management contributes to the scarce critical examination of marketing in general and the almost non‐existent critical examination of service management in particular. Further, the paper contributes to the investigation of the potential production of subjectivity and normalization as an effect of marketing technologies.

This paper suggests empirical exploration of subjective responses to marketing discourse and associated technologies.

Critical examinations of marketing discourse in general, and service management in particular, are very scarce. Specifically, the paper contributes to the understanding of how service management intends to fixate the subject.

This study aims to investigate how, through text-based classroom talk, youth collaboratively draw on and remix discourses and practices from multiple socially indexed traditions.

Drawing on data from a year-long social design experiment, this study uses qualitative coding and traces discoursal markers of indexicality.

The youth sustained, remixed and evaluated interpretive communities in their navigation across disciplinary and fandom discourses to construct a hybrid classroom interpretive community.

This research contributes to scholarship that supports using popular texts in classrooms as the focus of a scholarly inquiry by demonstrating how youth in one high school English classroom discursively index interpretive communities aligned with popular fandoms and literary scholarship. This study adds to understandings about the social nature of literary reading, interpretive whole-class text-based talk and literary literacies with multimodal texts in diverse, high school classrooms.

This study problematizes the prevailing normative and managerial-dominated view of self-initiated employee ambassadorship on social media from a power perspective. The aim is to provide a more nuanced and critical understanding of the negative aspects of this phenomenon.

The empirical material encompasses qualitative interviews with employees from 14 organizations and Foucault’s concept of disciplinary discursive power to analyze which and how discourses exert power over employee communication on social media and what role visibility plays in it.

This study indicates that employee ambassadors’ social media communication is governed by two discourses that create complex tensions, where ambassadors constantly must negotiate between self-branding requirements and an authenticity paradox. These tensions intensify through visibility on social media, where employees strategize and situationally silence their communication through self-monitoring and self-surveillance practices. Conclusively, the findings also outline the need for further critical research to offer a deeper understanding of power relations that influence the communication practices of organizational members.

The paper contributes to a more nuanced understanding of self-initiated employee ambassadorship on social media and highlights disciplinary power relations that go beyond organizational borders.

The findings underscore that organizations need to address the critical aspects of self-initiated employee ambassadorship and act as facilitators to support employees in their navigation process.

This paper contributes a new critical power perspective on employee ambassadorship on social media.

This chapter presents a discussion of innovations in pedagogic approaches for high-achieving, pre-degree pathway program students at the University of Edinburgh, Scotland.

The question under discussion in the academic language classroom is the extent to which dynamic cohorts of multi-lingual, multi-cultural and multi-disciplinary students are being enabled to fulfill individual learning goals as well as the institution’s expectations of pathway learners and academic language users. Wingate (2015) argues that in the absence of an epistemological and socioculturally embedded literacy instruction, students are not equitably prepared for success in the discipline or the wider institution. The chapter reviews critiques of English for Academic Purposes (EAP) and Academic Literacies by addressing “the best of both worlds” (Wingate & Tribble, 2012, p. 492) approach.

The chapter continues with a case study into the Academic Vocabulary in Literacy strand of the Foundation EAP course on the International Foundation Programme at Edinburgh University. There then follows close analysis of innovation by course designers to adapt the “best of both traditions” model (Wingate & Tribble, 2014, p. 2) into an integrated academic language and literacy approach. It is posited that this approach could enable attempts at transition for high-achieving foundation students by experiencing language in dynamic and multi-modal genres.

To share activities to support preservice secondary mathematics teachers’ (PSMTs) participation questioning discourse, which consists of (a) modeling and engaging students in mathematical discourse and activity, and (b) supporting and assessing students’ development of conceptual understanding.

PSMTs typically struggle to develop fluency in participation questioning discourse, despite having it modeled for them by expert teachers in mathematics education courses. Using Gee’s Discourse Theory to conceptualize this problem, we developed the iterative model of See it, Try it and Reflect on it (STaR) to create learning activities in a methods course that engage PSMTs in viewing and reflecting on videotaped mathematics lessons.

PSMTs increased their fluency in participation questioning discourse through viewing and reflecting on videotaped lessons using the STaR iterative model.

The STaR model is a promising framework that can be used to design learning activities to help preservice and inservice teachers acquire fluency in discipline-specific pedagogical Discourses.

This paper outlines and exemplifies the use of a method for analysing power relations based on the work of French social theorist, Michel Foucault. The overall research aim of genealogical analysis is to produce “a history of the present”, a history which is essentially critical with its focus on locating forms of power, the channels it takes and the discourses it permeates. Research combining Foucauldian theorisation and method necessarily involves a selective search for injustice and subjection to reveal plausible alternatives to more pervasively modernist histories, which tend to revere progress. Salient features of a genealogical research method are detailed in the context of an actual research project previously conducted by the authors and reproduced here for the purposes of exemplification explicitly as a genealogy.

To help shape a more cohesive research program in marketing and consumer research, this paper presents a systematic effort to integrate current research on consumer empowerment with highly influential theories of power. A conceptual overview of power consisting of three dominant theoretical models is developed onto which is mapped existing consumer empowerment research.

A synthetic review focuses on three perspectives of consumer power: consumer sovereignty, cultural power and discursive power, drawing from sociological, philosophical and economic literature. These models are then applied to consumer research to illuminate research applications and insights.

Research of consumer empowerment has grown significantly over the last decade. Yet, researchers drawing from a variety of intellectual and methodological traditions have generated a multitude of heuristic simplifications and mid‐level theories of power to inform their empirical and conceptual explorations. This review helps clarify consumer empowerment, and offers a useful map for future research.

Researchers in consumer empowerment need to understand the historical development of power, and to contextualize research within conflicting perspectives on empowerment.

The paper makes several contributions: organizes a currently cluttered field of consumer empowerment research, connects consumer and marketing research to high‐level theorizations of power, and outlines specific avenues for future research.

Represents an approach to architectural thinking that grew out of some of my early interactions with Gordon Pask. It discusses the relationship between architecture and the cultural context within which architects work, noting the importance of distinguishing both the implicit as well as the explicit agendas that inform that work.

An inquiry into the constitution of the experience of patienthood. It understands “becoming a patient” as a production of a subjectivity, in other words as a process of individuation and milieu that occurs through an ontology of production. This ontology of production can, of course, also be understood as a political ontology. Therefore, this is, first of all, an inquiry into a mode of production, and, secondly, an inquiry into its relation to the issue of social justice – because of effects of digital divisions. In these terms, it also reflects on how expert discourses, such as in medical sociology and science studies (STS), can (and do) articulate their problems.

An integrative mode of discourse analysis, strongly related to discursive institutionalism, called semantic agency theory: it considers those arrangements (institutions, informal organizations, networks, collectivities, etc.) and assemblages (intellectual equipment, vernacular epistemologies, etc.) that are constitutive of how the issue of “patient experience” can be articulated form its position within an ontology of production.

The aim not being the production of a finite result, what is needed is a shift in how “the construction of patient experience” is produced by expert discourses. While the inquiry is not primarily an empirical study and is also limited to “Western societies,” it emphasizes that there is a relation between political ontologies (including the issues of social justice) and the subjectivities that shape the experiences of people in contemporary health care systems, and, finally, that this relation is troubled by the effects of the digital divide(s).

A proposal “to interrogate and trouble” some innovative extensions and revisions – even though it will not be able to speculate about matters of degree – to contemporary theories of biomedicalization, patienthood, and managed care.