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In this article we turn to practice theory as a new theoretical lens to better understand the complexity of diversity in organizations. Questioning the field's ontological dualism between individualism and societism, we engage with practice theory's relational ontology and its main conceptual and methodological ideas. From this we develop a practice-based theory of diversity, arguing that practices and their connections, not individuals or discourses, are the unit of analysis to best study and understand the social life of a diverse organization. We apply this theoretical lens to (in)equality through two research examples, showing how the practicing of career mentoring is connected to other inequality-(re)producing practices and how the equal social order of a dance organization is accomplished through the situated practice of mixing. In the discussion we highlight the value of a practice theory for diversity. A practice-based theory of diversity renews the research agenda of diversity studies, forwarding postdualistic forms of theorizing, reconceptualizing diversity practices along the theoretical logic of practice, and conceiving of diversity-related phenomena as the net effect of social order–producing practices. [ABSTRACT FROM AUTHOR]

This article embarks on a hopeful exploration of queer phenomenology in order to reorient management learning toward the senses, the body, and the spaces of learning and teaching we inhabit during education. Starting from Michel Serres' long-standing provocation that "If a revolt is to come, it will have to come from the five senses," I ask whether and how we might reissue his timely call amid today's understandings of sensuous and embodied learning as the "conditions of arrival" have changed considerably since its first articulation. Therefore, I propose to queer such a sensorial revolt by turning to Ahmed's queer phenomenology as her understanding of dis/orientation as "the sixth sense" enables us to sensuously reorient management learning. To concretize and illustrate sensuous learning through dis/orientation, I draw on Fabian Ramos and Laura Roberts "pedagogy of wonder," which forms part of their decolonial feminist educational work. In the epilogue, I introduce a new angle by revisiting Matthew Lopez's play The Inheritance and suggest that my queer attempt to refuse the inheritance of heteronormative learning and education also enables generations of diverse people to learn, in sensuous ways, from each other and from each other's otherness. [ABSTRACT FROM AUTHOR]

To purchase or authenticate to the full-text of this article, please visit this link: http://dx.doi.org/10.1111/j.1467-6486.2008.00812.x Byline: Maddy Janssens (1), Chris Steyaert (2) Abstract: abstract In this Counterpoint, we build on Paauwe's suggestions to take the field of HRM and Performance further. Rather than aiming for a synthesis or proposing a radical alternative, we argue that R(econstructive)-reflexivity is needed for theorizing HRM. In particular, we bring in insights from critical studies on the notion of HRM, on the notion of performance, and on the theoretical relationship between them as a way to open up new research avenues and lines of interpretation. For each of these three aspects, we indicate how studying the employment relationship can be reframed. In particular, we emphasize practice-oriented research as one possible research path for the field of HRM as it allows for an examination of HRM as a set of practices, embedded in a global economical, political and socio-cultural context. We end our counterpoint by reflecting on reflexivity, proposing three practices that can guide HRM scholars in becoming reflexive in the ways they study HRM. Author Affiliation: (1)Katholieke Universiteit Leuven; (2)University of St Gallen Article note: Maddy Janssens, Katholieke Universiteit Leuven, Research Centre for Organisation Studies, Naamsestraat 69, 3000 Leuven, Belgium (maddy.janssens@econ.kuleuven.be).