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The purpose of this paper is, first, to assess the potential of the visual to enact multiplicity and reflexivity in organizational research, and second, to develop a performative approach to the visual, which offers aesthetic strategies for creating future research accounts in organization and management studies.

The paper reviews existing visual research in organization and management studies and presents an in‐depth analysis of two early, almost classical, and yet very different endeavors to create visual accounts based on ethnography: the multi‐media enactments by Bruno Latour, Emilie Hermant, Susanna Shannon, and Patricia Reed, and the filmic and written work by Trinh T. Minh‐ha and her collaborators.

The authors’ analysis of how the visual is performed in both cases identifies a repertoire of three distinct and paradoxical aesthetic strategies: de/synchronizing, de/centralizing, and dis/covering.

The authors analyze two rarely acknowledged but ground‐breaking research presentations, identify aesthetic strategies to perform multiplicity and reflexivity in research accounts, and question the ways that research accounts are written and published in organization and management studies by acknowledging the consequences of a performative approach to the visual.

Feminist theory is concentrated on androcentric interpretations and the patriarchal status quo, with conflicts among feminists taking a definite second place to the concern with uniting women in the face of their oppression under patriarchy. Recently, however, and especially in the United States, controversy among feminists has acquired a new intensity, with influential theorists like Gayatri Spivak and Trinh T. Minh‐ha challenging the limitations of dominant feminist paradigms.

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.

In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and Connelly as well as Clandinin and Caine suggested, examining our own stories along with the stories of our research participants is essential to understand the identity-making process. Autobiographical beginnings within narrative inquiry bring to the surface those factors influencing the researcher’s perspectives, thus locating the researcher within the inquiry as well as within a larger life context. The experience of metaphorically travelling back into the muskeg where I grew up in Northern Saskatchewan and then writing about it shaped the structure of my reflections on this inquiry into identity-making and curriculum making on the edges of community. In this chapter, I refer to the edges of community as a metaphorical space or spaces occupied by people positioned or constructed as marginalized from a dominant norm positioned or constructed as central to a community. I suggest a reframing of our understanding of spaces conventionally referred to as marginalized as well as contend that the notion of marginalization, itself, is a metaphor. In my inquiries into identity-making and curriculum making, I attend to the ways in which people’s positioning within communities is complex and shifting. As this chapter illustrates, our individual identities are multivalent and inextricably intertwined with who we are, who we were, and who we wish to become, whether we are researchers, teachers, or pre-service teachers.

Motivated by the need to reflect upon the role of entrepreneurship in the economy and society, we seek to understand entrepreneurship as having the potential to “produce” new possibilities for living when departing from a critical awareness. We consider existing critical entrepreneurship research as necessary but insufficient in adequately bringing about new perspectives of entrepreneurship as it often tends to be a position “against entrepreneurship,” discrediting the phenomenon from the many possible values it may invoke. We suggest affirmative critique (Dey & Steyaert, 2018; Weiskopf & Steyaert, 2009) to “turn critique into creativity,” thus making critique productive and exploring how actual transformation (e.g., alternatives) can be invoked when adopting such a stance.

“Managing diversity” has emerged as a new and contested vocabulary for addressing issues of difference in organisations. This paper uses a New Zealand case study to exemplify a feminist post‐structuralist reading of managing diversity. The paper argues that a feminist post‐structuralist approach not only addresses feminist theoretical debates about identity, equality and difference, but also opens up new opportunities for practitioners in managing diversity and equal employment opportunities (EEO) to reflect on their own organisational change practice. The paper presents three readings of managing diversity: a discourse of exploitation which provides oppositional readings of managing diversity as a form of human resource management; a discourse of difference, drawing on refusals of managing diversity in accounts from minority group perspectives; and a discourse of equality where EEO practitioners have questioned managing diversity in the context of EEO.

This paper offers a critical discussion to contribute to sociological work by emphasizing deconstruction(s) of the markers of gendered and racialized borders and epistemological injustice(s) in theory and practice of contemporary global frames of representation and women's intersectional identities and rights. Through a postcolonial, situated feminist approach, the theoretical framework aims to scope and review literature from the South and North.

The research employs a mixed-methodology of a survey paper and media critical discourse analysis of media monitoring frames of Egyptian women's rights post–Arab spring. The content, layout and imageries produced by representations are assessed to explore whether there are lingering subtle and blatant hints of continued orientalism in knowledge canons.

The underlying causes for misconceptions and reductionist sociopolitical attitudes may be styled by patriarchal and orientalist imposition and are highly found to be somewhat maintained by persistent Western-centric epistemologies claiming to define or speak for the so-called other. The above-mentioned structures are evidently channelled through languages which essentialize and control women of the South, urging for further research in knowledge canons which calls oppressive frames into question.

More feminist contributions from non-Western gazes are needed to fill gaps in canons of knowledge and deconstruct patriarchal and colonial codes which impose inequalities on women as seen through the survey paper of theoretical representation and media politics.

This paper grapples with a number of intersecting predicaments to frame a necropolitical question of who is allowed to inhabit and survive the locations of research, writing and the academy? Drawing on Lorde’s thinking about “historical amnesia” as an example of the mutually constitutive relationship between content and method, the purpose of this paper is to argue that putting a hypervigilant anti-racist remembering to work tells us that there is nothing contemporary about questions of: “why isn’t my professor black? And, why is my curriculum white?”.

The intersection of diverse theoretical frameworks demonstrate a transgression of disciplinary borders. This paper includes the use of conceptual frameworks such as the impossibility of hospitality, historical amnesia, habitation and location. The design of this piece also has detailed critical deconstructive discourse analysis of extracts from a published co-written chapter.

An ethic of research methodology must inhabit the aporia of the mutually constitutive relationship between method and content. Location is an intervention and method rather than a place to go or position.

There is a need to inhabit the tension of implicated necropower relations in research and writing practices.

Practical implications include rethinking methodology and applications of black feminist theory to ethical issues of research and writing with specific reference to co-writing.

There are social implications in regards to community engagement and political activism with refugees and asylum seekers.

This paper presents an examination of tension as methodology rather than methodology to resolve tensions based on deconstruction of issue of co-writing.