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The purpose of this paper is to introduce the Special Issue developed from a joint research seminar of the Gender in Management and Identity Special Interest Groups of the British Academy of Management, entitled “Exploring the Intersectionality of Gender and Identity”. It also presents an introductory literature review of intersectionality for gender in management and identity/identity work researchers. The authors highlight the similarities and differences of intersectionality and identity approaches and introduce critiques of intersectional research. They then introduce the three papers in this Special Issue.

The authors review the intersectionality literature within and outside management and organisation studies and focus their attention on three intersectionality Special Issues (Sex Roles, 2008, 2013 and the European Journal of Women’s Studies, 2006).

The authors outline the ongoing debates relating to intersectionality research, including a framework and/or theory for identity/identity work, and explore the shared tenets of theories of intersectionality and identity. They highlight critiques of intersectionality research in practice and consider areas for future research for gender in management and identity researchers.

The authors provide an architecture for researchers to explore intersectionality and to consider issues before embarking on intersectional research. They also highlight areas for future research, including social-identities of disability, class and religion.

Gender in Management: An International Journal invited this Special Issue to make a significant contribution to an under-researched area by reviewing the shared and different languages and importantly the shared key tenets, of intersectionality, gender, identity and identity work from a multidisciplinary perspective.

The purpose of this paper is to present the initial relationship between the Classification Research Group (CRG) and the Center for Documentation and Communication Research (CDCR) and how this relationship changed between 1952 and 1970. The theory of normative behavior and its concepts of worldviews, social norms, social types, and information behavior are used to characterize the relationship between the small worlds of the two groups with the intent of understanding the gap between early classification research and information retrieval (IR) research.

This is a mixed method analysis of two groups as evidenced in published artifacts by and about their work. A thorough review of historical literature about the groups as well as their own published works was employed and an author co-citation analysis was used to characterize the conceptual similarities and differences of the two groups of researchers.

The CRG focused on fundamental principles to aid classification and retrieval of information. The CDCR were more inclined to develop practical methods of retrieval without benefit of good theoretical foundations. The CRG began it work under the contention that the general classification schemes at the time were inadequate for the developing IR mechanisms. The CDCR rejected the classification schemes of the times and focused on developing punch card mechanisms and processes that were generously funded by both government and corporate funding.

This paper provides a unique historical analysis of two groups of influential researchers in the field of library and information science.

During the 1984 political campaigns, the public was deluged by requests from candidates and campaign managers for contributions to aid in their quest for political victory. Many contributions come from private citizens who support the views of the candidate. Contributions also come from special interest groups that support or show interest in only one or a small number of issues directly related to their own well‐being. For the 1976 general elections, Common Cause, a Washington‐based political reform group, reports that interest committees contributed a total of $20,447,560 to Congressional elections alone. The National Education Association spent $676,067 in support of candidates for the Presidency, Senate and House seats. The Political Action Committee of the national AFL‐CIO contributed over $1.6 million to candidates for local, state and national office. These monetary contributions do not include money, time and effort donated for distributing literature, organizing and participating in get‐out‐the‐vote drives and other types of political activity.

Lawrence Angus is an Associate Professor in the Faculty of Education, Monash University, Melbourne. Much of his work has been conducted in relation to educational policy and institutional restructuring, which he connects with issues of social formation, culture and equity. Angus’s current interest is in the part played by schools in the construction and legitimation of various forms of culture and knowledge associated with the use of new technologies, and the implications of these for educational practice, inclusion/exclusion and (dis)advantage. Angus has a strong research and publication record in socio-cultural analysis of processes of schooling, and a record of strong policy work including participation in government advisory committees. His analyses of educational processes and practices and what these mean for the conceptualisation of educational policy and educational reform have been especially influential. His most recent book, with Terri Seddon, is Reshaping Australian education: Beyond nostalgia (Australian Council for Educational Research, 2000). He has extensive experience of qualitative research and has published internationally on methodological debates and innovations in critical ethnography.Karin Aronsson is a professor at the Department of Child Studies, Linkööping University. Much of her research concerns multiparty conversations in institutional settings, e.g. family therapy talk, pediatric interviews, and classroom conversations. Other investigations concern codeswitching in bilingual children’s play, and language shift phenomena in relation to sibling caretaking. Several of her studies map the social choreography of talk-in-interaction along specific continua; e.g. formality-informality and alignment-disalignment. A series of recent studies concern classrooms dialogues as arenas for informal learning.Dennis Beach is a senior research fellow and associate Professor at the Department of Education Gööteborg University, Sweden. His main responsibilities are for the development of ethnographic research methods at the department, the supervision of Ph.D. research and teaching within the sociology of education. Together with Marie Carlson from the Department of Sociology at Göötborg University, Beach is currently leading a recently funded Research Council project on the restructuring of adult education and the collective renewal of Swedish For Immigrants Education (SFI). His previous research projects have been in the restructuring of upper-secondary education and of various programmes within university-based vocational education.Shereen Benjamin has worked as a class teacher of young children in primary and special schools, and as a learning support teacher in the secondary school in which her doctoral research was based. Her Ph.D. was completed at the London University Institute of Education, with the support of an Economic and Social Research Council studentship. She is currently lecturing in the Inclusive and Special Education division of the University of Birmingham. She is interested in the intersection of gender/sexuality, social class and ‘special educational needs’, and is researching inclusive school cultures in collaboration with practising teachers and with colleagues from The Open University and Leeds Metropolitan University.Jeff Bezemer (1976), MA, studied Language and Culture at Tilburg University in the Netherlands. In 1999, he graduated with a specialisation in Dutch as a Second Language. Since 1999, he is affiliated to Babylon, Center for Studies of Multilingualism in the Multicultural Society at Tilburg University. After having been involved in empirical-analytical studies on school achievements of islamic school pupils, and adult lingua-franca-interaction, he is currently engaged in an international-comparative, empirical-interpretative Ph.D. project on multilingualism and education in a multi-ethnic, Dutch primary school.Diann Eley is currently a Research Associate at Loughborough University in the Department of Physical Education, Sport Science and Recreation Management. Her main research interest is the social-psychology of volunteerism and leadership in young people and sport.Laura Dawn Greathouse received her doctorate, from the State University of New York at Binghamton in 2000, for her dissertation dealing with refugee and immigrant students in English for Speakers of Other Languages classrooms. Her research focus remains on inequality and education, especially in linguistic minorities. In her current position as assistant professor of anthropology at California State University, Fullerton, she is responsible for the administration of the credentialing of students with a Bachelor’s degree in anthropology to teach at the elementary or secondary educational levels. She is currently working on social acceptance of Middle Eastern descent students in a post-September, 2001 America.Caroline Hudson’s research interests include basic skills provision for offenders; the relationships between basic skills, offending behaviour and social exclusion; school attendance and truancy; evidence-based policy; the effectiveness of basing police officers in schools; and the literacy demands of the secondary school curriculum. Her doctoral ethnography was of young people’s perceptions of the relationships between their family structure (intact nuclear, reordered nuclear and single-parent) and their experience of family and schooling. Formerly a secondary school English teacher, Caroline has worked as a Research Officer at the University of Oxford, and is currently Basic Skills Development Advisor at the Home Office National Probation Directorate.Bob Jeffrey is a research fellow in the Faculty of Education and Language Studies at The Open University. He was a primary teacher for twenty years before joining The Open University as a project officer on an Economic and Social Science Research Council (ESRC) research project concerned with creative teaching in primary schools directed by Professor Peter Woods. Under the same direction he gained another ESRC research award focusing on the effects of Ofsted inspections on primary teachers. He has continued his research in three areas, creative teaching and learning, primary teacher’s work and research methodology, publishing extensively both individually and with a team within his university faculty. He has also established extensive European connections in the area of creativity and ethnography through the administration of email discussion lists, co-ordinating an ethnography network at the European Conference of Educational Research, submitting European Union research proposals, and organising a Special Interest Group within BERA. He has been invited to give papers at Padua University, Italy and to run methodology workshops in Tallinn, Estonia.Allyson Julé (Ph.D., University of Surrey Roehampton, London, U.K.) currently teaches in the TESL Certificate Program at Trinity Western University, Langley, British Columbia and at the English Language Institute at the University of British Columbia, Canada. Her research interests include gender in ESL; the Punjabi Sikh experience in Canada; ethnography in education; and classroom talk analysis in teacher education.David Kirk is with the Department of Physical Education, Sports Science and Recreation Management at Loughborough University. His research interests include educational reform and curriculum development in physical education, young people in sport, and situated learning in physical education and sport. His most recent book is ‘Schooling Bodies: School Practice and Public Discourse, 1880–1950’ (Leicester University Press, 1998).Eamonn McKeown is a Senior Research Fellow in Psychiatry and Behavioural Sciences at University College London. His background is in Social Anthropology having completed both his first degree and Ph.D. at Queen’s University, Belfast and he has previously been employed as a Research Fellow and tutor at Queen’s University, Belfast and University College Swansea. He has published on a range of educational research issues (selection in Northern Ireland, male recruits to primary school teaching, gender and science teaching, occupational sex-typing among primary school children) and has conducted extended fieldwork in Papua New Guinea examining the relationship between formal education and local culture and in New York investigating the nature of contemporary Irish-American identity. He is currently completing a book on literacy appropriation in a Papua New Guinean highlands community.Ann MacPhail is currently a lecturer in the Department of Physical Education and Sport Sciences, University of Limerick. Her main interests revolve around young people in sport and curriculum development in PE During the past three years Ann has been involved in a number of projects involved with school PE and sport, including model-based teaching and learning in school PE and an ethnography of junior sport participation.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Anna Sparrman has a professional background as a museum curator. She received her Ph.D., in 2002, from the Department of Child Studies at Linkööping University, Sweden. The thesis was concerned with images and visuality in children’s culture as well as commercial childhood. Her main research interest is visual culture in everyday life. She now works as a researcher at the Department of Child Studies.Wendy Sutherland-Smith is a research associate at the Faculty of Education, Monash University, Melbourne, where she is undertaking doctoral studies in Internet literacy practices of tertiary English as a Second Language (ESL) students. She teaches international students entering tertiary studies, where she focuses on writing processes and issues of intellectual property. In her doctoral work, Sutherland-Smith is particularly interested in Bourdieu’s notions of symbolic violence, cultural capital, habitus and field, and applies these critically in analyses of international students and their interactions with academic culture, print-centred and internet learning styles, and issues of intellectual property. She has published articles in The Reading Teacher and Prospect on her research of international students’ reading practices in paper-text compared to hyper-text environments.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, editor) Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) and Doing Qualitative Educational Research (Continuum, 2001). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, religiously-based schools and ethnographic research methodology. He recently directed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.

The present study provides a comparison of the Confederate Constitution of 1861 and the Japanese Constitution of 1946, with emphasis on the role of constitutional constraints on pork‐barrel legislation and increasing rates of federal spending. Because the Japanese Constitution, by all accounts, was produced by Americans (American General Douglas MacArthur and the SCAP), it provided a second possibility for Americans, who had the benefit of hindsight regarding the shortcomings of the US Constitution, to potentially make an improvement. Unlike the view maintained by the Confederate States of America in the drafting of a constitution, MacArthur’s product actually relaxed constraints on central government spending. The result, the apparent product of the new dealism and progressivism ideologies which were prevalent in 1940s America, has produced an open door to increased levels of special interest spending in Japan.

For a good part of the U.S. system of federalism municipal incorporation has been the formal structure for local communities. Over the last 60 years there has been a shift in this structure to special district government. The Woodlands, Texas presents an interesting case study on the incremental development of a former New Town community, the change in formal government organization and the potential for a different model of local governance structure in the 21st Century. The authors explore the four stages of development for The Woodlands over the past 40 years and assess this development through several model theories including institutional, urban regime, and urban governance. Contrary to some current literature on governance, The Woodlands appears to have transitioned from decentralization to more centralization while at the same time avoiding full incorporation as a municipality. It may be indicative of the new governance.

Music education and music therapy offer many positive benefits for students with disabilities. This chapter highlights some of the most recent research in both fields and in neuroscience that offers strategies for special educators to use to increase inclusion in music classes and ensembles.

This paper focuses on the relationship between spontaneous business groups, such as the Taiwanese Businessmen Association (TBA), and the Chinese government.

In analysing the relationship between the TBAs and the Chinese government, this paper focuses on three cities, Tianjin, Kunshan and Dongguan. Furthermore it observes Taiwanese investment in mainland China from 1987 to 2004, in three sub‐periods: 1987‐1993, 1994‐1999, 2000‐2004. Statism (e.g. rational choice) appears to be a valid theoretical framework.

It was found that the Chinese government's changing interaction with Taiwanese businesses always suited their best interests at the time, which proves that the Chinese government applied rational module in interacting with Taiwanese businesses.

Rational choice is not a comprehensive approach in political science, but it is the most suitable approach to analyse the interaction between the Chinese government and Taiwanese businesses.

The first TBA was established in Beijing in 1990; nowadays there are over 100 TBAs in mainland China. It has been argued that TBAs can be seen as the emergence of a sort of civil society in mainland China; to others, they merely reflect the strong will of the Chinese government to attract foreign investment.

This paper demonstrates that Taiwanese businesses is a security asset for the Chinese government in the cross‐Strait relationship.

Over the last two decades, women's issues such as education, employment, pay equity, sexuality, lifestyle, housing, economics, environmental safety, health, child‐rearing practices, reproductive rights, military service, and criminal justice have become a major focus of public policy at every level. There has been equal interest about women of various ethnic backgrounds, women in other countries, and women's writing. There have been burgeoning social and political demands for research, scholarship, and activism on women‐related topics. To meet these demands, universities and colleges started interdisciplinary women's studies programs. Sheila Tobias, a leading scholar in the field of women's studies, defines it this way:

This study aims to make explicit fundamental challenges, which includes children with disabilities and special educational needs in education in China, Hong Kong, and Indonesia under the current conceptions of Inclusion and Education for All (EFA). Based on extensive research and staff development work in these places, this chapter argues for uniting the aims of inclusive education and EFA in order to realize the goal of EFA in all countries. Such a transformative agenda will require a new model of looking at difficulties in learning and the concept of diversity in education. Unless a conscious effort is made to move our thinking and planning from EFA to Inclusive EFA, we will not achieve true universal education.