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The paper aims to examine the potential feminist politics of teaching: is there a clear connection between feminism and teaching, and is there a particular feminist way of teaching? Through notions of engaged political pedagogy (as developed by bell hooks Jacques Rancière), it proposes an intersectional and dissensual approach to teaching, as a primary way of practising feminist politics within academia.

The paper sets out to explore the possibility of a feminist pedagogy of teaching. Drawing on works by social and feminists theorists as well as by radical pedagogues, it negotiates these various standpoints, finding similarities and differences, in order to formulate ways in which we can more fruitfully conceive of teaching as politics.

The paper proposes that the classroom proves one of the most radical spaces for possibility within academia. Through an engaged, dissensual pedagogy, in which both students and teachers work together in mutual recognition of each other's knowledge, the feminist teacher can enthuse political change both within and outside of the classroom.

Teaching is often viewed as a less important part of academic work. This paper, in contrast, proposes the classroom as one of the spaces where we as feminist academics can have the most impact. Providing a theoretical methodology of a potential feminist teaching pedagogy, this paper adds a well‐needed exploration of the relation between teaching and feminism, and a defence of teaching as politics.

The purpose of this paper is to offer novel insights into: knowledge of proto-feminism through description and analysis of the rule of the seventh century female Emperor Wu Zetian; postcolonial theory by revealing the existence and proto-feminist activities of a non-western female leader; and the literature on gender and invisibility through a study of a leading figure that is relatively unknown to western feminists and is even, in feminist terms, something of a neglected figure.

In order to examine Wu’s proto-feminist practices as recorded in historical materials, we use critical hermeneutics as a tool for textual interpretation, through the following four stages: choosing texts from historical records and writings of Wu; analyzing the historical sociocultural context; analyzing the relationship between the text and the context; and offering a conceptual framework as a richer explanation.

Wu’s life activities demonstrate proto-feminism in late seventh century China in at least four aspects: gender equality in sexuality, in social status, in politics, and women’s pursuit of power and leadership.

Future research may dig into the paradox of Wu’s proto-feminist practices, the relationship between organizational power and feminism/proto-feminism, and the ways in which Wu’s activities differ from other powerful women across cultures, etc.

The study encourages a rethink of women and leadership style in non-western thought.

The study supports Calás and Smircich’s 2005 call for greater understanding of feminist thought outside of western thought and a move to transglobal feminism.

This study recovers long lost stories of women leadership that are “invisible” in many ways in the historical narratives, and contributes to postcolonial feminism by revealing the existence of indigenous proto-feminist practice in China long before western-based feminism and postcolonial feminism emerged.

The purpose of this paper is to reflect on the potentiality of dissonance, especially as it engaged with feminist theory to raise familiar yet pertinent questions about undertaking research in contexts riven with political and epistemic violence. Drawing on the ethnographic fieldwork in the Kashmir valley, the author tracks the work dissonance does in shaping the research questions we ask, the methodological choices we make and its insistence on embodying a critical politics of location. The author then goes on to trace how dissonance variously emerged in the field and its theoretical implications in explaining the complex processes of military occupation in the Kashmir valley and how it takes hold in everyday life. That is, everyday sense of dissonance as explicated by interviewees brings to light the functions of military occupation but more importantly, it remains imbued with possibilities that contest, challenge and refuse to normalise militarised forms of state-led oppression. Overall, this paper makes the case for remaining with dissonance as a disruptive feminist possibility with epistemic and political potential.

This paper is based on ethnographically informed fieldwork located in feminist approaches to doing qualitative research.

The author argues for engaging with experiences of dissonance during research process as productive affects that can yield politically and epistemically useful forms of analysis that contest dominant forms of thinking and knowing.

This paper builds on existing feminist thinking on dissonance to contribute to peace research and the urgent need to centre locational politics and power inequalities as we contest dominant knowledge.

bell hooks says in “Reconstructing Black Masculinity” that n[c]ollectively we can break the life threatening choke‐hold patriarchal masculinity imposes on black men and create life sustaining visions of a reconstructed black masculinity that can provide black men ways to save their lives and the lives of their brothers and sisters in struggle. Toward the work of political (re)unification of the genders in black communities today, black men must acknowledge and begin to confront the existence of sexism in black liberation struggle as one of the chief obstacles empeding its advancement. Making womanist space for black men to participate in allied relation to feminist movement to oppose the opression of women means black men going against the grain of the racist and sexist mythology of black manhood and masculinity in the U.S. Its underlying premise rooted in white supremacist patriarchal ideology continues to foster the idea that we pose a racial and sexual threat to American society such that our bodies exist to be feared, brutalized, imprisoned, annihilated‐made invisible.

This paper seeks to critique recent research on gender and accounting to explore how feminist methodology can move on and radicalise the gender agenda in the accounting context.

After examining current research on gender and accounting, the paper explores the nature of feminist methodology and its relation to epistemology. It explores three inter‐related tenets of feminist methodology in detail: power and politics, subjectivity and reflexivity.

The paper suggests that much research in the accounting is concerned with gender‐as‐a‐variable, rather than being distinctly feminist, thus missing the opportunity to radicalise the agenda. It makes suggestions for how a feminist approach to methodology could be applied to the accounting context.

The paper calls for a wider application of a feminist approach to accounting research and gives suggestions as to where this might be applied.

The purpose of this paper is to look back since the first edition of what was then Women in Management Review as a way of looking forward to suggest a future potential.

The paper draws on some historical work on issues central to the literature and practices associated with women/gender in management. It also draws on feminist theories to outline what the author calls “testings” – theoretical, conceptual and activist challenges – to some of that early thinking.

The paper emphasises the importance of differentiating women in order to understand the complexity of inequalities, and white middle class women's part in reproducing inequality. In addition, the different theoretical turns have emphasised the multiple and intersecting sources of discrimination – economic, cultural, psychosocial, social, linguistic and ideological.

The paper offers insights into gender in management, histories and futures.

The purpose of this paper is to offer a research note exploring how feminist methodologies could bring new insights into research on gender in the accounting context.

The paper applies some central tenets of feminist research methodology to a brief critique of current research on gender and accounting, in order to overcome some of the power relationships inherent within the research and define a more explicitly political research agenda.

The paper suggests that much research in the accounting is concerned with gender‐as‐a‐variable, rather than being distinctly feminist, thus missing the opportunity to radicalise the agenda. It calls for a wider application of feminist methodology to the accounting context.

This paper offers a brief insight into the discipline of accounting to discuss the interaction of research methodology and gender in this particular environment.

This article represents an attempt to uncover a suitable method of sociological enquiry, which can best understand and explore the experiences of the older, working class women of my research. Noting the historical, frustrating sense of absence of women in dominant knowledge claims (for example Beauvoir, 1997; Woolf, 1993; Rowbotham, 1973), the article seeks to complement post‐modern critiques of the autonomy of reason with feminist accounts of knowledge or “epistemologies”. The article documents the dislocation between my own epistemological assumptions and the women’s ways of knowing, and their attempts to defend themselves against my middle class interpretations of their working class lives. It offers a reflexive account of my own ethnographic research experiences, in order to help resolve some of the practical dilemmas faced by feminist researchers (Ribbens and Edwards, 1988). The article highlights some of the pains and pleasures of the feminist research experience.

The aim of the article is to discuss the challenges from immigration to Nordic (gender) politics, theories and research. The research question is to what extent Nordic welfare and gender equality politics is based on exclusive solidarity biased towards the native majorities. A key issue is how Nordic gender theory and research has addressed multiple inequalities. The article briefly revisits the academic debates about gender equality, diversity and multiculturalism, which arguably represent two different paradigms: multicultural approaches have addressed the accommodation of minorities with diversity as the key concept, while feminist approaches have focused on gender (in)equality with gender as the key concept.

The intersectional approach suggests that increased migration and mobility present similar challenges for the two bodies of thought to address complex and multiple inequalities within and beyond the nation state. The main part explores “the multicultural dilemma” in greater detail focusing on the intersections between gender and etho‐national minorities in Denmark, Norway and Sweden.

Perceptions of diversity and gender equality/women's rights are contextual and dynamic as intersecting diversities and inequalities are embedded in national histories, institutions and policies. Scholars have demonstrated that the discourse about women's rights and gender equality has become an intrinsic part of Nordic identities and belongings. The article suggests that the new forms of inequalities among women can be interpreted as a Nordic gender equality paradox between the relative inclusion of the native majority women and the relative marginalization of women from diverse ethnic minorities in society.

The intersectionality approach to gender and ethnicity in Scandinavia is in this article combined with a transnational approach to gender, diversity and migration.

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.