This discussion piece sets the tone for this new journal in its narrative presentation form. It will run over two issues and is open to include feedback from readers. In debating the case for TAMARA to represent either a) a postmodern science approach to organisational analysis or b) a postmodern aesthetic appreciation, the two participants reflect on the relevance of critical theory to their life and work. Hence rather than the intellectual exchange taking place in a disembodied form, they situate their intellectual history via issues of social location and lived experience. They reflect on the integral connection between theory and practice with the objective of furthering their commitment to effecting social change. The first short article takes the form of initially introducing the authors and then moves to a discussion of the role of critical pedagogy. The detailed references to teaching content are broached in order to demonstrate the efficacy of critical analysis for pedagogical purposes; not to focus on the relative achievement of the individual lecturers involved. The second longer article entails a debate of central relevance to the Journal, addressing: what type of orientation a critical postmodern analysis of organisational politics might take? The discussion begins with a dialogue between the two protagonists on the pros and cons of adopting a scientific approach. The focus then switches to situating the plurality of postmodernism; analysing the `affirmative' versus `sceptical' opposition. The contribution of the `White French Pomo Boys' is interrogated in relation to the late modernist thesis. Finally, Boje proposes an eclectic integration between modernist and postmodernist influences in the name of `narrative ethics'. Bissett responds, outlining the dilemmas of employing unreconstructed narratives. She deconstructs the notion of the aesthetic as a modernist cultural category, in order to propose a postmodern `political poetic' alternative..

In This room of Tamara, we seek dialogs that reflect upon our reflections, and seek to understand our future that is Not-yet.
If you want to conduct a dialog with someone, please let us know, so we can plan some space for you.You could include some photos, but get their permission

When asked to serve on the TAMARA Editorial Board, we were honored. To be able to work and theorize with colleagues in such diverse and important fields as organizational science, critical postmodernism, green theory and left economics was a rare treat. We come from the tradition of "critical pedagogy." For us, critical pedagogy stands at the nexus of critical/postmodern/poststructuralist theories, multicultural theories, cultural studies and struggles for social justice and a progressive politics within education. And truly, we expect to learn more from our TAMARA colleagues and submitters than they will from us. And to then be asked to react to the important research presented in "Think Global, Act Local," by de Cieri, Wolfram Cox & Fenwick, was even more of an honor; for these researchers truly "push the envelope" of organizational science-specifically, by examining "critical participation" within the context of "strategic international human resource management" (SIHRM). In this essay, we choose to react to de Cieri, Wolfram Cox & Fenwick by going "old school." For us, critical pedagogy began with el abuleito, intelectual, Compañero Paulo Freire. While he was Brazilian, and we are Chicano and European American, as left educationalists, we feel an enduring political, cultural and educational bond with Freire. Although he died in 1997, his connection to all educational progressives, and all who are interested in advancing struggles for social justice and dignity among all women and men, we must always remember the legacy and importance of his years of living his theory and theorizing his practice.

In this paper, we examine the implications of ethnocentrism and paternalism in teaching approaches for the field of strategic international human resource management (SIHRM), as an example of management studies. We argue that the teaching of SIHRM has been approached in a colonizing fashion, joining and extending the territories of human resource management and organizational strategy through the definition and teaching of a new language and conceptual vocabulary. We explore philosophical approaches and processes involved in teaching SIHRM, and consider implications of pedagogical developments in this field of management education.

In a world where sociologists routinely call ours a `knowledge society' and `Chief Knowledge Officers' (`CKOs') occupy top posts in universities, corporations and public sector agencies, it may come as a shock to learn that the pursuit of knowledge is becoming an endangered species of human endeavour. A sign of the times is that `knowledge management' — `KM' to its followers — sounds less like a contradiction in terms than a potentially lucrative career path. The very idea that knowledge is something that needs to be `managed' suggests that its growth should not be left in a wild state: at best it remains unused and at worst it wastes resources. Yet, this managerial mindset goes against the grain of the last 2500 years of Western thought, which has valorised the pursuit of knowledge `for its own sake', regardless of its costs and benefits. What has changed in the interim? Has it been for the better? And if not, what can be done about it?

The world changed in 1986 when Mad Cow Disease showed up in cattle and began to kill human beings too. The destructive consequences of Mad Cow Disease have little to do with natural
processes, and everything to do with social process, with how the meat and diary industries, driven by profit imperatives, have gained global hegemonic power. Mad Cow Disease provides a
crucial lens into the operations and effects of these destructive industries which precede and transcend this one phenomenon that has become a compelling force with which to reckon. It beckons us to a sane and healthy mode of agriculture, or points the way toward our collective doom.

In This room of Tamara, we seek conversations with our past and future. We talk to ghosts from to past, to Marx, Lyotard, Foucault, and Fieire. Others too. In this room you find essays and articles, that chase a story from one discipline to the next. We invite you to send your articles and essays. In future issues, in intend to include any interesting comments that reviewers care to share about our features.

As this is not up a paper as such it is not possible to discuss the (Tamara Manifesto) treatise in terms of the review criteria set out as per the reviewers report. I therefore intend to present some overall impressions and then proceed to introduce possible editing points throughout the article. I hope my comments will be taken in the spirit that I relay them, which is as constructive critique. I should say at the outset that I am totally in support of David's intentions however I have some discomfort with his manner of presentation.

In writing my response, I have chosen a somewhat different tack from the norm. I want to write what the articles moved me to write - not a scholarly criticism, but what the articles caused me to feel, to think, to believe, to express. Essentially, I want to genuinely respond. My response takes the form of what I believe "we" should do in response to David Boje's Tamara Manifesto and to the other articles as they stand as examples of what critical postmodern organization science can do.This I Believe.

Tamara: Journal of Critical Postmodern Organization Science is an interdisciplinary dialog whose time has come. In their Communist Manifesto, written in late 1847, Marx and Engels wrote, "A spectre is haunting Europe - the spectre of communism. All the powers of old Europe have entered into a holy alliance to exorcise this spectre: Pope and Tsar, Metternich and Guizot, French Radicals and German police-spies" (published 1848). The purpose of this essay is to combine Critical and Postmodern perspectives in the study of Organization Science.

TAMARA: Journal of Critical Postmodern Organization Science is about free speech and the relationship between science, organization, critical theory, global power, and postmodern culture.
I am by nature a postmodern storyteller. So I will begin Tamara with a story about conversations.

The TAMARA MANIFESTO defines how various knowledge areas intermingle in the dialogs of Tamara; in my editorial I explain how Tamara is the Mansion of Science with many rooms. Here I provide one founding story.

Tamara Editorial room contains a list of the Tamara Board members. We are all toasting the
possibilities of the inaugural issue. Some of us have children.
In this Room, there is a brief chronology of key events that lead up to Tamara getting off the
ground.
You will also find an Editorial "A Mansion with Many Rooms" that tells a few stories to give some
historical context, and looks at our existential possibilities and our nothingness.
What would a rebellion be without a manifesto. You will find a Tamara Manifesto in this room. It
defines the terms in the title of the journal and gives you a sense of more possibilities.
We do reviews and we invite responses. There are two reviews of the Tamara Manifesto in this
Room by Tamara Board members. We will continue to invite responses to editorial commentary.
You are encouraged to write us with your own response.

A poem is presented.

I will contrast one poet who adores Nike with a guitar poet who sees tragedy there.
Acquenetta Taylor is a Nike fan and Randy Granger is the critic.

A poem is presented.

A poem is presented.

As Kierkegaard (1996: 161) posits, "life must be understood backwards. But then one forgets the other principle: that it must be lived forwards." ‘Facts, not memories. That’s how you investigate’.