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首页> 外文期刊>Organization Studies >Duality and Fallibility in Practices of the Self: The 'inclusive subject' in diversity training
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Duality and Fallibility in Practices of the Self: The 'inclusive subject' in diversity training

机译：自我实践中的双重性和易错性：多元化培训中的“包容性主题”

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摘要

The concept of 'inclusion' has been gaining ground in a field known as equality and diversity work. Scholars have begun to both theorise what this concept means as a normative goal and to critically examine how it is mobilised in organisational practice. This paper contributes to the latter conversation by asking what comes to count as 'doing inclusion' at the level of the individual. I examine the practices of diversity training in United Kingdom organisations, in which diversity practitioners seek to transform their trainees into people who will act inclusively toward others, asking: Who is the 'inclusive subject' that is being constructed - imagined, sought and legitimised - through diversity training? What are the conditions of possibility that shape the emergence of this subject? And what are the possibilities that this subject affords to marginalised groups struggling for recognition within organisations? The analysis mobilises Foucault's notions of power/knowledge, discipline, and practices of the self to describe and discuss the performance of inclusive subjectivity in the context of diversity training in the UK. The practices described are found to be facilitated by two key forms of knowledge about how the subject is characterised: duality and fallibility. The discussion of these two forms of knowledge leads us to consider the relations of both discipline and freedom that take place in diversity training.
机译：“包容”的概念已在平等与多样性工作领域逐渐普及。学者们既开始理论化该概念作为一个规范目标的含义，又开始批判性地研究如何在组织实践中动员这一概念。本文通过询问在个人层面上什么算作“做包容”来为后面的对话做出贡献。我研究了英国组织中的多样性培训的实践，其中多样性实践者试图将其受训者转变为将对他人采取包容性行动的人，并问：谁是正在构想，想像，寻求和合法化的“包容性主题”？通过多样性培训？哪些条件会影响该主题的出现？这个课题为在组织内努力争取认可的边缘化群体提供了哪些可能性？该分析动员了福柯关于权力/知识，纪律和自我实践的观念，以描述和讨论在英国进行多元化培训的过程中包容性主观性的表现。人们发现，通过两种关于主题特征的知识的关键形式可以促进所描述的实践：双重性和谬误性。对这两种知识形式的讨论使我们考虑了多样性训练中纪律与自由的关系。

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