Resistance through Difference: The Co-Constitution of Dissent and Inclusion
Bibliographic record
Abstract
This article argues that the discursive construction of difference can shape resistance in organizations. Drawing on an inductive study of international teams in a global leadership programme, the paper reveals how difference is discursively produced and reproduced in team members’ talk. In conditions of normalizing control, the majority of teams engage in individuating practices that reinforce internal differences, preclude group cohesion and marginalize certain members. One team, however, explicitly resists programme stipulations in ways that express members’ heterogeneity and simultaneously reinforce group solidarity and inclusion. Referring to these oppositional practices as ‘resistance through difference’, the article describes how dissent challenges the hierarchies and disciplinary practices embedded in the leadership programme, and theorizes the co-constitution of inclusion and resistance. By examining the construction of difference not as ‘a problem’, but as a productive resource, the paper also addresses the generative outcomes of this managerial resistance. We argue that ‘resistance through difference’ is an important form of dissent that could well become more prevalent as globalized business processes expand.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.005 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.003 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".