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.

Before delving into the issue of women in combat which this essay is about, I would like to first name my social location. I am a young, middle-class, heterosexual, Greek-Hispanic, educated female and disabled veteran. Having served six years in the Army National Guard, I acknowledge both the contributions I can offer and the limitations I have when engaging in this particular topic. With that said, I would like to offer the following to my reader: what I write is written with my voice and my particular experiences in mind. I use a combination of rational theory, emotions, rhetoric, my lived experiences, and a particular theological perspective to compose this essay. I do not claim to be objective, nor do I consider this a flaw on my part. I believe it is not possible for any author to be fully objective on any subject matter, no matter how much an author might claim to be. We all hold particular political interests informed by our culture and environment which subconsciously and consciously operate through our language and actions.

Campus Bitch and White Trash are the kind of appellations that can draw one into the dark heart of a world where words wound, images enrage, and speech is haunted by hate. One need look only as far as the latest outbreak of violence in the workplace or on the schoolyard to find examples of how name-calling and bullying can erupt in rage.

The issue of injurious speech and our vulnerability to words is a critical management issue. In her book Excitable Speech, a politics of the performative, Judith Butler raises the questions: What establishes the performative character of injurious labels? And what makes the force of an utterance injurious?

Our vulnerability to words is a consequence of our being constituted by them. As linguistic beings we have to use words to form reason. We cannot create meaning without structuring our thoughts and feelings with words. According to Althusser, ideology hails or interpolates or concretizes individuals as subjects according to the functioning of the category of the subject (1971, 162). Thus we are called upon by our names. Being called a name is one of the examples Althusser uses to explain "interpolation." When an ideology hails us, it alters who we are, and, so the argument goes, we recognize who or what we have become.

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.

This paper provides an extensive review and categorization of the work-family conflict literature, followed by a discussion of paradigmatic assumptions found within that literature and critical recommendations. The article describes the five most widely utilized theories in the work-family conflict literature: conflict theory, spillover theory, gender role theories, identity theory, and role theory. It concludes by recommending that future research focus on becoming more complex by moving from simple to complex explanations focusing less on hierarchy definitions and more on interactions, less on accounting for singular causality and more on multiple (sometime indeterminate) causalities, use less determinant and more indeterminate language, and adopt a morphogenic view of change.

Organizations can be seen as discursive places where language practices (developing, telling and restoring stories) flourish. Individuals usually develop their identity in this space, being influenced (choosing alignment or choosing counter-identity) by meta-stories told at the organizational level through brand identity or corporate identity. This article aims at identifying the link between the micro type (individual) and macro type of identity (brand and corporate identity). In particular, our work focuses on the impact and the risk of storytelling when developing theses links.

This article discusses how the emerging trend of using literary arts and dialogue, along with reflective and creative writing, referred to by the author as transformative narratives, can be used to help unpack and re-script assumptions, attitudes, values, and biases of leaders as they operate in systems of privilege. When leaders read, write, and dialogue about their own and others’ cultural and social group identities, they increase self-awareness and improve interaction with others. These skills prove effective in building emotional intelligence that is linked to competencies of high performing leaders who create strong financial performance in their organizations. Specific applications are provided throughout the article.

Friedrich Nietzsche’s writings are currently threatened in that he is he treated only as a philosopher or a poet, and his relationship with twentieth century politics and latterly Management theory is largely ignored, excepting of course when he is held to be responsible for the growth in Fascism. In this paper an attempt will be made to show that Nietzsche should not simply be considered as the deracine par excellence with no interest with more general humanitarian concerns.

This paper presents a background to Nietzsche and his relationship to Managerialism and then provides a story written in Glaswegian argot of the relationship between a recruit to a Law Enforcement Office in Glasgow, Scotland and his new Manager. An interesting tale about performance management, illustrates how the abuse of power hides personal and organizational dysfunctionality.

Another key feature in the twist at the end of the tale is the manifestation of simulacra in performance measures relating to inspection tasks, where we see that ‘work not done but recorded’ becomes more important, more ‘real’ than ‘work done but not recorded’. This is the excess of history.

The story is written in the Glaswegian vernacular partly as homage to the renowned author James Kelman, but more significantly in an attempt take us closer to the lived experience of the actors – as opposed to the more usual sanitised accounts which abound in the management literature. The language is surprisingly ‘industrial’ in what is regarded as a ‘professional’ setting.

Learners of English as a Second Language (ESL) in Australia appear to suffer from impoverished understandings of first and second language acquisition. In the name of accountability they are also caught up in arguable procedures for assessing literacy in classrooms widely characterised by linguistic, social and cultural diversity. Further, an alleged ‘Literacy Crisis’ exacerbates the facile model of literacy presented in policy. An examination of discourse in language and literacy policies suggests that a focus on ‘teaching the basics’ maintains existing distributions of power and knowledge within society. A regime of testing primarily aimed at accountability ultimately subjects education to market forces. Reporting the results of mass testing inevitably leads to comparison between schools, and hence enacts key doctrines of neo-liberalism: competition and individual choice. Neither of these doctrines serves indigenous Australians or immigrant and refugee families who are in the process of settling and have little voice. In such a context, is it possible to right policy wrongs and to write language rights into Australian policies that can satisfy the needs of all learners?

This paper explores how writing poetry came to make a significant contribution to an exploration of writing as a form of inquiry which questioned whether the process of writing can uncover and successfully express tacit, felt sense of knowing – aesthetics in the sensory embodied sense. An initial aleatory exploration with words led to the discovery of the potential of poetic language to express the inexpressible creating a poetic moment, where object merges with significance, the former opening up the latter. The writing also suggests that writing as a form of inquiry opens up opportunities for a more ethical writing through which there is increased capacity for researchers to ‘enter into the experiences of others’ with greater sensitivity and awareness. The documentation of the stages of the dynamic process of writing demonstrates how writing as a form of inquiry moves through a series of written representations suggesting that there is no difference between writing and field work as the fieldwork and writing blur into one, increasing the problem of representation.

Using Bourdieu‘s economic approach to language as the focal point, the paper addresses the dilemmas arising from the co-existence of a global, English and a national, Danish discourse within the field of higher education in Denmark. The first part shows how the emergence of a global knowledge market has prompted Danish university managers to develop new policies on language, promoting the idea of ‗parallel language usage‘ in an attempt to justify to staff and students the ongoing normalisation of English within the areas of research and teaching. The second part looks at the question of English domination from the position of the university lecturers. Drawing on qualitative research interviews collected at four Danish faculties, the analysis demonstrates how ‗English only‘ strategies have affected teachers‘ practice and how they have responded by developing idiosyncratic rules deriving from local needs rather than global principles. The paper concludes that there seems to be resistance to the normalisation of English within the Danish university system but that such behaviours tend to be hidden rather than explicit.

A significant aspect of learning how to be a lawyer includes the acquisition—through trial and error—of a way of speaking, reading and writing that is unique to the work of doing law. Embodying this professional role requires the ability to parse and produce large amounts of complex, jargon-rich language known as ‘legalese:’ a learned communicative skill which produces a craftbound discourse (Maley 1987). The law school graduate, moreover, typically enters the workforce with little experience in legal practice. A three year education must therefore provide sufficient training for their immediate professional future. Words must fulfill the role that experience cannot.

In conjunction with ethnographic observation of first year classes at a major law school, I analyzed classroom interaction for patterns in talk that foster a sense of professional identity. Hypothetical situations emerged as a striking unit of analysis. Professors presented brief, improvised descriptions of potential legal quandaries, while positioning students as characters in the narratives. Using pronouns such as in “you, the plaintiff,” “you, the defendant,” and asking questions such as “why would you pass a statute allowing these lawsuits?” rather than “why would lawyers/legislators/they pass a statute,” the professor positions students within the legal system, and allows them to cognitively role play with their professional identity. Hypothetical situations as a unit of analysis inform our understanding of law school curriculum, as well as other types of training situations where students must develop the critical thinking skills of the real world within the walls of a classroom.

Habitus, whether it is labeled as such or as managerial/organizational socialization or culture, acts as the principle means of control among white collar professional workers within organizations. Others have argued that the principle task of the business school curriculum is to instill anticipatory socialization of trans-organizational regimes in traditional age undergraduate students. This paper takes a Bourdieusian perspective on both the issues of governmentality and the inculcation of appropriate habitus in traditional age undergraduates, and examines in particular how that part of the undergraduate curriculum that consists of textbooks, lectures and management case studies focus on one particular element of this general managerial habitus, specifically, the inculcation of a new linguistic habitus that both shapes how these proto-managers both speak about and begin to view the world.

The literature on dirty work has traditionally zoomed in on workplace studies of occupational groups The liturature stigmatized by some parts of society. In this paper the bias is challenged and extended with the aid of Iris Marion Young’s appropriation of Jean-Paul Sartre’s concept of seriality and an empirical study of workers with non-stigmatized occupations in stigmatized work contexts (arms and pornography). The study shows that the workers have to be constantly ready to deal with work-related dirt in their identity work and to do this without any means of support, development of a language or resistance to the transfer of dirt.