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“The Need to Disrupt Social Control” discusses three examples: sexual assault, civil rights, and state security, and how all three involve social control forces that promote or permit the oppression of individuals, groups, and societies. Amentahru Wahlrab, Sarah M. Sass, and Robert Edward Sterken Jr. briefly provide examples of how social control can be disrupted including #MeToo (sexual assault), the American Civil Rights Movement (civil rights), and the Arab Spring (authoritarian regimes) to illustrate how social control has been disrupted in these areas. The chapter illustrates how patriarchal norms allow for sexual assault by those with power within contexts, such as Hollywood, academia, business, and politics. Sexual assault survivors and bystanders often do not report instances of assault due to informal social norms permitting such actions and fear of personal and professional harm.

On a different level, the jail in the American south was one of the most feared institutions for African Americans. It was not uncommon for an African American to never return from what would be a night in the “drunk tank” for a white person. Black Americans stayed “in their place” due to the threat of the jail cell. Finally, the chapter details how tyrants use the full weight of state security forces, including the police and the military, to maintain their control. Fear of security forces is routinely encouraged by arrests, torture, and even disappearance (of people) at the hands of the security forces. “The Need to Disrupt Social Control” concludes that in these cases, social control maintains an oppressive order of some kind, thus social control is understood as a potential negative.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

The purpose of this paper is to introduce the unique artistic approach of film-maker Werner Herzog as an inspiration to rethink ethnographic studies in general and the notion of reflexivity in particular.

This paper reviews the particularities of Werner Herzog’s approach to filmmaking, linking them to the methodological tradition of visual ethnography and especially the debate about the role of reflexivity and performativity in research.

Herzog’s conceptualization of meaning as “ecstatic truth” offers an avenue for visual organizational ethnographers to rethink reflexivity and performativity, reframe research findings and reorganize research activities. The combination of multiple media and the strong authorial involvement exhibited in Herzog’s work, can inspire and guide the development of “meaningful” organizational ethnographies.

The paper argues that practicing visual organizational ethnography “after Herzog” offers researchers an avenue to engage creatively with their research in novel and highly reflexive ways. It offers a different way to think through some of the challenges often associated with ethnographic research.