Gay male academics in UK business and management schools Negotiating heteronormativities in everyday work life

This paper contributes to a neglected topic area about lesbian, gay, bisexual and trans people's employment experiences in UK business and management schools. Drawing on queer theory to problematize essentialist notions of sexuality, we explore how gay male academics negotiate and challenge dis...

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Vydáno v:	British journal of management Ročník 25; číslo 3; s. 503 - 517
Hlavní autoři:	Ozturk, Mustafa Bilgehan, Rumens, Nick
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	London Blackwell Publishing Ltd 01.07.2014 Blackwell Publ
Témata:	Academic staff Arbeitswelt Bisexuality Business Business schools Discourse Discourses Employment Everyday life Gays & lesbians Großbritannien Heteronormativity Heterosexuality Hochschullehrer Homosexuality Homosexualität Identity Lesbianism LGBTQ people LGBTQ studies Males Management Management development programmes Negotiation Organizational behavior Organizational research Pedagogy Queer theory Schools Self concept Sexuality Social constructionism Teaching Transgender persons United Kingdom Wirtschaftshochschule Work experience United Kingdom > UK
ISSN:	1045-3172, 1467-8551, 1467-8551
On-line přístup:	Získat plný text
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Shrnutí:	This paper contributes to a neglected topic area about lesbian, gay, bisexual and trans people's employment experiences in UK business and management schools. Drawing on queer theory to problematize essentialist notions of sexuality, we explore how gay male academics negotiate and challenge discourses of heteronormativity within different work contexts. Using in‐depth interview data, the paper shows that gay male academics are continually constrained by heteronormativity in constructing viable subject positions as ‘normal’, often having to reproduce heteronormative values that squeeze opportunities for generating non‐heteronormative ‘queer’ sexualities, identities and selves. Constructing a presence as an openly gay academic can invoke another binary through which identities are (re)constructed: as either ‘gay’ (a cleaned up version of gay male sexuality that sustains a heteronormative moral order) or ‘queer’ (cast as radical, disruptive and sexually promiscuous). Data also reveal how gay men challenge organizational heteronormativities through teaching and research activities, producing reverse discourses and creating alternative knowledge/power regimes, despite institutional barriers and risks of perpetuating heteronormative binaries and constructs. Study findings call for pedagogical and research practices that ‘queer’ (rupture, destabilize, disrupt) management knowledge and the heterosexual/homosexual binary, enabling non‐heteronormative voices, perspectives, identities and ways of relating to emerge in queer(er) business and management schools.
Bibliografie:	ark:/67375/WNG-7ZHN375M-0 ArticleID:BJOM12061 istex:FE5D259A5EEB0AB9FD3C52835B51E9D20861A2C2 ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 ObjectType-Article-2 ObjectType-Feature-1 content type line 23
ISSN:	1045-3172 1467-8551 1467-8551
DOI:	10.1111/1467-8551.12061