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This paper is a critique of Western modernity and the problems and promises of postmodernism in (re)liberating disaster studies. It criticizes metanarratives and grand theories of Western discourses to advance postmodern discourses in disaster studies.

This paper outlines a conceptual domain through which approaches of postmodernism can be employed to (re)liberate disaster studies.

Metanarratives and grand theories frame the scope and focus of disaster studies. But the increasing number and the aggravated impacts of disasters and environmental challenges in the late 20th and early 21st centuries are proofs that our current “frames” do not capture the complexities of disasters. Postmodernism, in its diversity and various meanings, offers critical and complementary perspectives and approaches to capture the previously neglected dimensions of disasters.

Postmodernism offers ways forward to (re)liberate disaster studies through ontological pluralism, epistemological diversity and hybridity of knowledge.

The agenda of postmodernism in disaster studies is proposed in terms of the focus of inquiry, ontological and epistemological positionalities, research paradigm, methodologies and societal goals.

With the rise of digital media and content marketing, business-to-business (B2B) technology firms increasingly use narratives in their marketing strategy. If research has studied the impact of narrative on audiences, the structuration of the narrative strategies is still an overlooked area. The purpose of this paper is to understand the structuration of narrative strategies.

Authors studied the cases of narratives on the Internet of Things produced by two leading technology firms, IBM and Cisco, between 2012 and 2016. Material includes advertising campaigns, blogs, written customer cases, white papers, public speeches and selling discourses.

The research highlights the importance of metanarratives as the core of the structuration of seemingly different contents. It also shows how firms tap into fundamental mythic archetypes and broader sociocultural narratives to try and legitimate the emerging technology. Finally, research also introduces the concept of transmedia strategy and illustrates its use by the two firms studied.

The results are based on only two cases of multinational firms, limiting the generalization of the findings.

The results of the research may encourage firms to use more narrative branding strategies. They also offer directions for the key elements to manage when elaborating a narrative strategy (defining key metanarratives, identifying and using broader sociocultural narratives, designing a transmedia strategy).

The paper is among the first to try to understand the structuration of narrative branding strategies. While exploratory, it contributes to research on B2B branding and digital branding by bringing the narrative into B2B branding research.

This chapter analyzes the semiotic construction of US claims to sovereignty in Hawai‘i. Building on semiotic theories in sociology and theories within critical Indigenous and settler colonial studies, it presents an interpretive analysis of state, military, and academic discursive strategies. The US empire-state attempts to construct colonial narratives of race and sovereignty that rehistoricize the history of Hawaiians and other Indigenous peoples. In order to make claims to sovereignty, settler-colonists construct narratives that build upon false claims to superiority, advancement, and discovery. Colonial resignification is a process by which signs and symbols of Indigenous communities are conscripted into the myths of empire that maintain such sovereign claims. Yet, for this reason, colonial resignification can be undone through reclaiming such signs and symbols from their use within colonial metanarratives. In this case, efforts toward decolonial resignification enacted alternative metanarratives of peoples' relationships to place. This “flip side” of the synecdoche is a process that unravels the ties that bind layered myths by providing new answers to questions that underpin settler colonial sovereignty.

During the last 10 years, there have been several calls for a postmodern epistemology in organization studies (e.g. Hassard, 1994; Kilduff & Mehra, 1997). While most organization studies researchers would probably not think of themselves as postmodernists, one response to these calls is that the callers are preaching to the already converted. That is, the implicit norms that govern what are considered desirable scholarly contributions in organization studies today already bear the stamp of a postmodern epistemology. It is an epistemology that has not been consciously adopted by most organization studies scholars, but nevertheless has left its imprint on their work. The purpose of this chapter is to develop that argument, focusing first on three scholarly norms that are prominent in contemporary organization studies. These three scholarly norms are: (1) the positive valuation of the attribute “insight”; (2) the use and positive valuation of broad-scope theoretical constructs; and (3) the positive valuation of multiple schools of thought. I will discuss each of these norms in turn and argue that each is consistent with, and supported by, underlying currents of thought in postmodernist epistemology. I will identify the elements of postmodernist epistemology that I believe support each norm and then critically appraise the norm in light of reservations I have about postmodernist thought. While the three norms identified above certainly do not cover the entire range of scholarly “best practices” in organization studies today, I believe they are sufficient to illustrate the link between everyday scholarly practice in the discipline and postmodernist views of knowledge.

This chapter offers to higher education research a theoretical and methodological proposal based on narrativity, pointing to the articulation between metanarratives, public, conceptual and individual narratives. Stemming from social constructionism, it draws on concepts such as floating signifiers and nodal points, borrowed from discourse analysis, to explore the conflict and struggle between discourses. The examples provided focus on how individual narratives enact discourses on higher education institutional governance, as expressed in public narratives, and on how narratives influence the perceptions of institutional actors. Our goal in this chapter is, on the one hand, to propose an operationalization of discourse analysis, and, on the other hand, to signal the contribution of the narrative approach in revealing research findings based on the process of meaning construction.

Reviews the latest management developments across the globe and pinpoints practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

One of the recurring themes in modern day marketing practice is the notion of a narrative. Indeed, it is difficult for any marketing presentation or pitch to go much beyond 60 seconds before storytelling is mentioned as a way to engage customers or build brand value. There is, of course, a good reason for this, as creating and developing a narrative arc will engender longer term interest in a product or service with the consumer. However, aside from the fact that talking up a narrative is starting to become a little bit clichéd, often the key ingredient from the story is missed: the ending.

Provides strategic insights and practical thinking that have influenced some of the world’s leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

To examine how social media restrict and recreate messages within current interactionist scripts in the Middle East and North Africa (MENA), this study applies a framework of digital reflexivity highlighting stages of information flow. It applies the symbolic interaction concept of emotional events to analyze the self-immolation of Mohamed Bouazizi and the role of social media in disseminating Bouazizi’s act as one catalyst of the MENA citizen uprisings. The role of social media in the “Arab Spring” merits investigation because social media provide opportunities to examine shifting identities, interactions, and actions of citizen activists in the MENA uprisings. This study is important and timely because little symbolic interactionist scholarship exists on MENA identities and social movements, or on crowd interaction and activism outside the West. The nuanced nature of MENA political activism and complex processes of the development of activists’ “mutable” selves (Zurcher, 1977) are fluid and resistant to symbolically defined social roles, interactionist scripts and reflexivity, and public communication practices in a MENA under political and social transition.

By juxtaposing Paulston’s [Paulston, R. G. (1999). Mapping comparative education after postmodernity. Comparative Education Review, 43(4), 438–463; Paulston, 1977] demonstration of relationships between theories of social and educational change/‘reform’ and Delamont’s Four great gates: dilemmas, directions and distractions in educational research (2007), this metanarrative explores how comparative and international education research in Australia and China has evolved in terms of self-determination, planned change and strokes of luck. The tendency to adopt a deterministic/fatalistic perspective in comparative education research in this part of the world rises from the general perception that, unlike its North American and European counterparts, the field is too narrowly defined by local institutions [Denman, B. D., & Higuchi, S. (2012). At a crossroads? Comparative and international education research in Asia and the Pacific. Asian Education and Development Studies, 2(1), 4–21] and often resorts to ‘hits’ and ‘misses’. By utilizing Paulston’s work and comparing it with Delamont’s, this analysis serves as a stop-gap measure to not only help justify its means and recognize its potential but also to counter the persistent dissatisfaction that scholars try to prove and promote comparative education as a field of study in the region. In addition, the terms of reference of self-determination, planned change and strokes of luck are broadly interpreted metaphorically, using the iChing or Book of Changes (Van Over, 1971), in order to help rationally order and rhetorically clarify trends in educational scholarship, policy and practice. In the Asia and Pacific region generally, comparative and international education research can be viewed as different ways of thinking and knowing, regardless of the research methods employed. The trends, challenges, opportunities and risks associated with the field are identified as location-specific, time-sensitive and culturally unique.

Postmodernism presently enjoys some following in organizational studies. However, a close examination of some of the main postmodernist contributions to organizational studies shows that they suffer from many damaging problems. Accordingly, organizational studies should not utilize the postmodernist approach.