• Lara Ermacora

Don't take me for a fool! Identity negotiation between teachers who use art-based methods

Research has dedicated wide attention to the concept of identity work (Brown, 2015; Caza, et al., 2018; Coupland et al., 2012), illustrating its dynamics, triggers and outcomes. Through these processes, individuals engage in making sense of their identities by endeavoring different patterns of actions, from maintaining their identities to reframing and reassembling them (Alvesson et al., 2002; Petriglieri et al., 2012; Beech, 2011). Events, personal characteristics or career paths other than the ordinary can pose identity negotiation issues to people in work settings. Even the use of unusual working practices may require negotiation work to ensure that the organizational actor builds an identity in line with the institution he works for and that somehow justifies the use of these unusual features.

With this research we want to understand how teachers who work in universities or business schools, and personally use arts-based methods in their lessons, negotiate their identity within the institutional contexts where they work.

List of additional material or references:

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Brown, A. D. (2017). Identity work and organizational identification. International Journal of Management Reviews, 19(3), 296-317.

Cascón‐Pereira, R., & Hallier, J. (2012). Getting that certain feeling: the role of emotions in the meaning, construction and enactment of doctor managers' identities. British Journal of Management, 23(1), 130-144. Coupland, C., Brown, A.D., Daniels, K. and Humphreys, M. (2008). Saying it with feeling: analysing speakable emotions. Human Relations, 61, pp. 327–353.

Elsbach, K. D., & Stigliani, I. (2018). Design Thinking and Organizational Culture: A Review and Framework for Future Research. Journal of Management, 44(6), 2274-2306.

Empson, L. (2013). My Affair With the “Other” Identity Journeys Across the Research– Practice Divide. Journal of Management Inquiry, 22(2), 229-248.

Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of general psychology, 2(3), 271-299.

Hayward, R. M., & Tuckey, M. R. (2011). Emotions in uniform: How nurses regulate emotion at work via emotional boundaries. Human relations, 64(11), 1501-1523.

Huber, G., & Brown, A. D. (2017). Identity work, humour and disciplinary power. Organization Studies, 38(8), 1107-1126.

O’Brien, E., & Linehan, C. (2019). Problematizing the authentic self in conceptualizations of emotional dissonance. Human Relations, 72(9), 1530-1556.

Petriglieri, J. L. (2011). Under threat: Responses to and the consequences of threats to individuals' identities. Academy of Management Review, 36(4), 641-662.

Winkler, I. (2018). Identity work and emotions: A review. International journal of management reviews, 20(1), 120-133.

Zembylas, M. (2005). Discursive practices, genealogies, and emotional rules: A poststructuralist view on emotion and identity in teaching. Teaching and teacher education, 21(8), 935-948.


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