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More pluralistic approaches have recently emerged in entrepreneurship, yet the discipline remains disinterested in the ideological influences underpinning its research and teaching practices. Following Louis Althusser’s work on interpellation, the process by which ideology enrols and consummates its subjects, the chapter examines the interpellation of entrepreneurship-as-practice researchers and draws attention to the powerful nature of ideology. Critical reflexivity is put forward as an exercise to explore the researchers’ beliefs and identity and to tease out their relationship with the discipline. Finally, using three autoethnographic accounts, the chapter argues that the boundaries of the entrepreneurship discipline can only be shifted if and when researchers learn to recognise themselves as ‘the person in the mirror’. The reflexive spotlight also allows researchers to spot ideological breaks and engage in acts of ‘ideological resistance’.

This paper aims to bring together feminist philosophy, phenomenology, and masculinity studies to consider the gendered formation of ethical practices, focusing on the construction of “male” and “female” identities in quotidian social encounters. While scholarship on masculinity has frequently focused on hegemonic modes of behaviour or normative gender relations, less attention has been paid to the “ethics of people I know” as informal political resources, ones that shapes not only conversations about how one should act (“people I know don’t do that”), but also about the diversity of situations that friends, acquaintances or strangers could plausibly have encountered (“that hasn’t happened to anyone I know”).

The paper rethinks mundane social securities drawing on Martin Heidegger, Simone de Beauvoir, and Sara Ahmed to consider anecdotal case studies around gender recognition and political practice, and in doing so also develops the notion of interpellation in relation to everyday ethical problems.

The paper suggests that inquiry into diverse modes of quotidian complicities – or what de Beauvoir calls the “snares” of a deeply human liberty – can be useful for describing the mixtures of sympathy, empathy, and disavowal in the performance of pro-feminist and queer-friendly masculinities or masculinist identities. It also suggests that the adoption of an “anti-normative” politics is insufficient for negotiating the problems of description and recognition involved in the articulation of gendered social experiences.

This paper approaches questions around political identification commonly considered in queer theory from the viewpoint of descriptive practices themselves, and thus reorients problems of recognition and interpellation towards the expression of ethical statements, rather than focusing solely on the objects of such statements.

This chapter explores social control from a theoretical perspective based on rhetoric. The chapter highlights three theorists whose insights enable us to see how social control functions. First, the chapter examines the work of Michel Foucault, in particular his notions of power, as they relate to the way social control operates. Second, key concepts from Antonio Gramsci reveal the ways in which social control discursively sustains its hold on society. Finally, the work of Louis Althusser is discussed, especially his notion of interpellation, as it yields a way to view how ideology and social control are interrelated rhetorically. By focusing on the rhetoric of social control, we can gain an understanding of how social control operates and is used by particular agents in society.

This chapter fosters understanding of core U.S. gun culture and how it promotes its political ideology through visual means.

The research applies key visual theory concepts to investigate a selection of political representations made by gun rights advocates. The images analyzed include photographs, posters, and other ephemera posted on blogs and commercial websites located through informed keyword searches of Google Images.

Core gun culture in the U.S. aggressively promotes its libertarian and right-wing ideology through tactics of interpellation, intertextuality, and exhibitionism, often in tandem with humor, sarcasm, paranoia, and sex appeals.

Although the findings are preliminary, visual theories and methodologies present a promising direction for further consumer research on American gun culture.

U.S. gun culture produces levels of gun violence that far exceed those in other developed countries. Knowledge of how the core gun culture represents itself visually may deliver insights for mitigating this social problem.

Relatively little consumer culture research has addressed U.S. gun culture and visual theories have not been fully deployed.

This article addresses a particular episode that occurred in one of the main female training colleges in Ireland in the late 1920s when students1 founded the Mary Immaculate Modest Dress and Deportment Crusade (MDDC). Regarded by many scholars as the adoption of a prescribed image, a slavish following by institutionalised Catholic females of Catholic mores, the MMDC is cited by historians as an example of how women internalised the control of the Catholic Church and indeed sought to enhance and perpetuate it by their actions. Historians generally have maintained that Irish women were submissive and accepting of Catholic social teaching particularly in relation to sexuality and have highlighted the lack of organised and unified opposition to the erosion of women’s citizenship and employment opportunities during the period 1920‐1960. In drawing attention to the MDDC, this article seeks to understand and place the MDDC in the broader social context of 1920s Ireland and examine how women in general were represented. This comprises the first part of this article. More specifically it will explore whether the students in the training college were objects or agents of their own representation. Following Judith Butler’s concept of gender as performative, the second part of the article addresses how these female student teachers negotiated their relationship with the patriarchal basis of organised power. To this end visual and written data from the Mary Immaculate Training College Annuals 1927‐1930 are examined.

This chapter relates the Foucaultian concept of “governmentality” to the sociological body of work of Pierre Bourdieu, with particular emphasis on his reflexive sociology and critique of power. Although there are some natural connections between Foucault's and Bourdieu's work, there are enough differences to critically advance Foucault's studies of power from the perspective of Bourdieu's reflexive sociology, and in so doing identify areas for further discussion and research.

This paper takes seriously the feminist adage that “the personal is political” by critically exploring my experiences as an early career scholar of gender and entrepreneurship studies to offer vital context for the contributions of my work and future research agenda, in light of the current historical moment of interconnected political, public health and environmental calamity.

The author presents reflections on her positionality, philosophical and political commitments, and theorises from her experiences of racist distraction and intersectional marginality in contemporary academia, considering their implications for incoming and aspiring gender and entrepreneurship scholars whose research agendas are still in development.

Racism functions as a persistent distraction from overall research agendas and activities, and delimits the lane of perceived contributions. However, collectively challenging it in work and study presents a vehicle by which intellectual and affective experiences of academic work may be enriched, and a spacious and expansive legacy of critical scholarship built that will be resonant for years to come.

The paper argues that although racism will doubtlessly continue to cause immense distraction, it presents an invitation to create positive social change, through collectivising with a community that aims to shape a liveable, equitable and imaginative academic future.

WE have recently received the September issue of “The Bee‐Hive”, the house organ of United Aircraft Corporation, and we feel that no better introduction to a consideration of the plight of British Civil Aviation could be provided than the quotation of a few extracts from the main article contained in it. The words printed within brackets are, it should be explained, interpellations of our own.

This study aims to investigate how sustainability has been incorporated – or mainstreamed - in a school at one university through techniques of responsibilization and accountabilization.

Inspired by the extended case study methodology, the authors participated, observed and analyzed two audit-inspired processes, whose aims included ensuring that sustainability was integrated into the educational process.

By following two audit-inspired processes, the authors show how teachers were asked to respond to open-ended survey questions and by doing so emerged as responsibilized subjects. Although the teachers were given lots of space to interpret the concept of sustainability and show how it was translated into the programs and courses offered, the teachers were made accountable as established organizational hierarchies were reproduced when responsibilization was formalized through techniques of accountabilization.

The analysis moves beyond the instrumental epistemologies characterizing much of the positivist-oriented research in higher education. As with all studies, the authors study also has methodological limitations, such as involving a single higher education institution. There is a general need for more empirical research in this area in order to build theory and to understand whether the concepts of responsibilization and accountabilization can also be applied in other higher education contexts.

The study shows that higher education administrators engage in processes of responsibilization and accountabilization through formalized processes of interpellation, as documents and self-assessment exercises tie teachers to organizational contexts.

To the best of the author’s knowledge, this is the first study that introduces the concepts of responsibilization and accountabilization as social relationships in higher education governance.