Carr and Zanetti use the optic of dialectics to reframe the question and revisit the issues of identity and agency afresh. The central argument they pose is that text is both a product and site of political struggle and only by understanding text in such a way does the multi-authorship of identity itself become understandable along with the limitations and possibilities for self authorship of identity.

Understanding the parameters of modernism and the characteristics of postmodernism has been the goal of specialists and thinkers in the modern world. In recent years, the development of these epistemological modern and postmodern parameters and characteristics has attracted the attention of educational philosophers. In this article, an effort is made to analyze the educational ideas of some very influential thinkers such as Lyotard (1979), Frazer(1989) Penely (1989)), Hirsch (1987), Rortri(2002) and Curren (2003)as the foundations of modern and postmodern eras through a descriptive method. To this end, the relevant educational epistemological approach is scrutinized by dint of concepts such as definitions, principles, aims of education, parameters of critical and 'boundary' education, curriculum development and methodologies of modernism as well as postmodernism. The findings of this article elucidated the fact that paying attention to educational pluralism, multicultural conventions, creation of probable rather than absolute and certain knowledge are the outstanding features of postmodern educations. These features can illustrate the claim for fostering active and critical citizenship in the local, national and international arenas. Moreover, the findings of this study show that the rejection of all generalization and homogeneous perceptions and appreciations of social critical discourses are the essential building blocks and important aims of postmodern education. This leads to the practice of democracy based on interdisciplinary fields rather than on separate subjects(in the postmodern era). This aim is obtainable through the interrelated networks of group learning 'at school', and the 'university of life' as a 'small community' in critical education. Such a postmodern curriculum produces rather than consumes knowledge and it is iconoclastic not conformist and structuralism. The other result gained from postmodern education is the application of hermeneutic not dilectic modernist model. Based on the post modern criteria, the system of education must distance itself from the mere utilitarian, and instrumental criteria and embrace the postmodern touchstones of the citizen's critical and democratic attitudes, and mentalities

Many journalists describe the Zapatistas' use of media events to influence international public opinion in favour of their organization and its aim to achieve indigenous land reform as the “first postmodern revolution” (Carrigan 2001, 417). These journalists are not simply using a catch phrase, the Zapatista rebellion can be understood to be a postmodern movement in three different ways of examining the social theory: 1) as a polemic against another theory, 2) as a mode of discourse, 3) and as a guide to action (Simmons 2004). The Zapatista National Liberation Army (EZLN) stands as a postmodern polemic against modernism, and globalization. It has asserted itself as an alternative and opposing political force to the Mexican government. The postmodern mode of discourse can explain how the EZLN uses language and new technologies, over guns, to communicate their group's objectives to the repressive Mexican state authorities and to the world at large. However, postmodernism can be a poor guide to action due to its aversion to ideology. The Zapatista rebellion as postmodern revolution is an ongoing struggle and may never achieve its full objectives.

Many journalists describe the Zapatistas' use of media events to influence international public opinion in favour of their organization and its aim to achieve indigenous land reform as the “first postmodern revolution” (Carrigan 2001, 417). These journalists are not simply using a catch phrase, the Zapatista rebellion can be understood to be a postmodern movement in three different ways of examining the social theory: 1) as a polemic against another theory, 2) as a mode of discourse, 3) and as a guide to action (Simmons 2004). The Zapatista National Liberation Army (EZLN) stands as a postmodern polemic against modernism, and globalization. It has asserted itself as an alternative and opposing political force to the Mexican government. The postmodern mode of discourse can explain how the EZLN uses language and new technologies, over guns, to communicate their group's objectives to the repressive Mexican state authorities and to the world at large. However, postmodernism can be a poor guide to action due to its aversion to ideology. The Zapatista rebellion as postmodern revolution is an ongoing struggle and may never achieve its full objectives.

In a special issue that firmly addresses itself to space and time, we choose to discuss enacted concepts that we see lend themselves to the building of binary opposition and thinking as space and time become blended such that one has difficulty remembering what has happened to space in 'such a short period of time'. As such, the impetus for this paper has less to do with space or time than it does with inquiry into human relationships. That being said, we strive to learn more about space and time by looking at relationships humans have with themselves, each other and with organisations. When we say we have to “watch our selves”, we at the same time, mean this in at least three different ways. In the first place, to watch our selves means to become aware of the potential space and time have as experiences that shape the way we think and comprehend our worldviews -- our psyches' spaces -- before we act to shape our worlds.

This paper deals with understanding, firstly, how economic space-time works as
a structuring paradigm based on the suppression of feminine time with the
inevitable knock-on effects on social or domestic (procreative) life. Because
economic space, as Lefebvre believes, is seductive, it “unleashes desire” by
claiming all time for itself; time must now be reproduced in such a way that it can
open outwards to social dimensions rather than closing them off.

The paper is an exploration of the usefulness of postmodern theory to today’s manager. In particular, the paper asks whether it can be applied in practice. Decentring the self through a two-voice device aids in this analysis but leads to another dilemma. Where does the questioning end? The paper ends with a challenge about authenticity.

The following are antenarratives related by female U.S. Coast Guard cadets (now officers in the Coast Guard) as part of a gender and leadership directed study taught by Dr. Matthew Eriksen. Also, there are antenarratives by Captain Robert Ayer and Dr. Matthew Eriksen concerning their response to The Conference on Women at the Academy in which the female cadets participated. As well as education, the purpose of the directed study was to fundamentally change the participants: their self-understanding, gender discourse and gender performance. In addition, the directed study was conceived as a medium through which to change the U.S. Coast Guard Academy's and Coast Guard's gender performance and ideology to improve the day-to-day experience of female cadets and officers. The approach taken in the directed study is outlined in the article “Conceptualizing and Engaging in Organizational Change as an Embodied Experience within a Practical Reflexivity Community of Practice: Gender Performance at the U.S. Coast Guard Academy” (Eriksen, Van Echo, Harmel Kane, Curran, Gustafson & Shults, 2007) in Tamara: 4(1).

This paper argues that conventional patriarchal representations of the organisation reduce the notion of "organisation" to abstract relationships, rational actions and purposive behaviour which always and relentlessly presents itself as a quest for the good. In this context, regulation and control is achieved primarily via definition and location. Administration then functions in a very specific sense to establish a notion of "good"order, to establish what is "ordinary"in administrative and managerial practice. In contrast, this paper seeks to explore ways in which it is possible to restore the (m)other to the text of organisation, to restore the body. Consequently, the paper considers the possibility of a discourse of maternity and moves from this position to examine conceptions of matrix reproduction and conditions of exile. The paper concludes with a challenge to conventional notions of "good" management and a consideration of the implications of this for the political in organisational life.

An understanding of the definition and dynamics of time is necessary to the conception of a "postmodem" political organization. Additionally, the nuances of time illustrate the shifting role that race has and continues to play in postmodern politics. This article discusses the relationship between time, race and politics by emphasizing three primary aspects of time: time itself, as the condition for political action; timing, which expresses a particularly strategic process of political action; and being on time, which signifies the fulfillment of political strategy. This understanding of the contours of time is illustrated by the dynamics of "black politics" in the American political system, and among Democratic and Republican party organizations.

This paper is a generalized discussion related to the nature and implications time, story and organizational culture play in corporate decision-making, CEO selection; treatment of long-term employees; the change process and the language used to present andpromote the corporation. The paperprovides a beginning point for revisiting how unrecognized (societal and individual) assumptions affect choice and decision-making. Practically, the paper also provides a starting point for organizations to self assess their external and internal approaches and whether they align superficially or whether the mission and vision are lived in mundane daily activities. The paper is based on qualitative, experiential and anecdotal evidence gathered by the author.

As a boy, summering with his extended family in Kennebunkpoti, Maine, George W. Bush was Boss Cousin: the oidest in a swarm of his own brothers (and sister) and the sons and daughters of his aunts and uncles. They played games all day, from tag to tennis to basketball. George, one of the players told me years later, very much liked to win — and, as oidest sibiings always do, wrote the ruies (or rewrote) them to guarantee it. That's the way he prefers to operate even now. Kart Rove, the president's longtime political consigllere, calls them 'game-changing moves'. Bush tikes to outmaneuver his foes by using his dout to change the game itself It's worked many times. (Fineman, 2002).

On a theoretical level, complexity theory offers an emergence-based insight into organizing. The unicity of events, the undetermined nature of creative change, and the multifarious nature of circumstances are all honored. But how can (successful or unsuccessful) self-organizing be studied? If organizing really can be self-organizing, how could a researcher perceive it? Either the observer is entirely outside of the change process and is unmoved or unaltered by it -- i.e. only able to see the change from its exterior; or the observer changes with the change process and is part and parcel of it. If one is inside the change, how can one observe it; and if one is outside, how could one experience it? If self-organization really can occur, how could self-organization organize organization without betraying emergence and becoming just another form of control? To examine these issues a case is presented and then interpreted with use of a perspective inspired by (some aspects of) Luhmann, and via Luhmann, Serres (Luhmann, 1997, 2003; Serres, 1982).

This paper is concerned with the theatre of organisational life. It gives particular attention to the work of the playwright Antonin Artaud and his relationship with the Roman Catholic Church. In every aspect of his life, Artaud was a man of extremes. His attempts to theatricalize his personal tortures and to find expression for them are excessively brutal and intensely physical. His relationship with the Catholic Church is likewise passionate and one of extremes. From daily communicant to heretic and blasphemer, back to communicant, then to repudiator, is a pattern of oscillation which runs throughout his life. His theatrical works reflect this tension. In later life, he comes to believe that he himself was crucified as a punishment for his disordered life. At times in his life he seems to crave the community of the Church and other times to despise the moral order the Church imposes on him. This paper attempts to look at Artaud's desire to examine experience in its raw state. The paper concludes by considering the way in which this oscillation is apparent in ambivalent attitudes to the organising power of the corporation and in the quasi Catholicism of organizational rituals and performances.

Recently scholars have begun to explore the influence of materiality on organizations. For example, Gagliardi (1996) notes that the physical setting cultivates human senses and Gieryn (2002) asserts that buildings are a stabilizing influence in social life and are objects of (re)interpretation, with meanings or stories flexibly interpreting the walls and floors they describe. As a counterpoint to the materiality of organizations represented by places and spaces, the materiality of worker identity is noted in embodiment. While organizational studies address a plethora of individual constructs (e.g., motivation, self-efficacy, personality) the embodied identity of workers is a topic largely absent from the field. As individuals manufacture identities in organizational life, what role does the materiality of the body play? The embodied-self influences cognition and emotion (Varella, Thompson, and Rosch, 1991). This paper explores the influence of embodiment on individual identities, actions, decisions and experiences. Examples from a case study highlight issues of embodied selves at work, illuminating the significance of embodiment in workers' processes of manufacturing identities.

The purpose of this article is to deconstrct guru Tom Peters for his religion of management, and its mass worship. In the work presented, my intention was to confront myself with own assumptions, attitudes and perceived values. In my opinion every individual is following a vision of reaching a certain level of wisdom. There are numerous Gurus that our modern world is promoting and because of their status their ideas might have a huge influence on us.

This paper explores the concept of transdisciplinarity, seeing it more as a useful framework than as a distinctly different research approach. As such it can help professionals from a full range of fields and people from all walks of life work together across the boundaries that normally separate them. The boundaries between the sciences and other fields are of the most concern. Because off this, transdisciplinarity is often equated to Mode 2 Science; i.e., science that engages with humans to solve problems together out in the world. A major concern here is with the strength of prevailing beliefs about the value of expertise and the importance of the specialized division of labor. These are viewed as important tools in the struggle to control one's own work. Of equal concern is the opposite danger that the topic will reify and become just one more academic discipline. Personal examples as well as an analysis of the literature on industrial sociology, the sociology of occupations and professions as well as that on transdisciplinarity itself are presented in this exploration.

In this paper, the authors explain and display their process for becoming more critically reflexive scholars (Cunliffe, 2003). This is accomplished through creating a community of critically reflexive scholars. Within this community of inquiry (Eriksen, 2001), participants attempt to go beyond a simple awareness of their ontological and epistemological assumptions and to reflex upon their individual uniqueness as a human being who is engaged in scholarship. In other words, each participant jointly attempts to understand his or her self as a scholar. Specifically, in this article, the authors critically reflex upon their selves within the context of their roles as feminist scholars. The process of inquiry consists of ongoing four stages: giving an account of one's self with respect to a particular area of scholarship, reading everyone else's account, and responding to reading each others account, and finally sharing these responses with one another. Through this process, the authors not only became more critically reflexive scholars but were also personally transformed and obtained a deeper understanding of feminism.