Dis/continuity and dis/organizing effects: Exploring absent presences in educational change projects

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Abstract

This article aims to contribute to the understanding of the temporal aspect of dis/organization by focusing on dis/continuity in the context of organizational change projects. Based on an ethnographic study of a local change project in a school reform context, the analysis explores how absent presences and affects emerge, intensify, and create unintended disorganizing effects. Building on a conceptual framework from Barad, which frames change as a reconfiguration of time-space entanglement, we point to the dynamic relation between continuity and discontinuity as key to understanding the complexity of organizational change projects in an educational context.
Original languageEnglish
JournalEphemera: Theory & politics in organization
Volume22
Issue number1
Pages (from-to)131-154
Number of pages24
ISSN2052-1499
Publication statusPublished - 2022

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