Making Inclusion Work

Edited by Saija Katila, Adjunct Professor of Organization and Management, Senior Lecturer, Department of Management Studies, Aalto University School of Business, Finland, Susan Meriläinen, Professor of Management, Faculty of Social Sciences, University of Lapland, Finland and Janne Tienari, Hanken School of Economics, Finland

• Contents:Preface1. Introduction: Making Inclusion Work in AcademiaJanne Tienari, Susan Meriläinen and Saija KatilaPART I: INFLUENCING INSTITUTIONS AND DEVELOPING CURRICULA2. Tempered Radicals Seizing the Moment: Creating a Master’s Programme on Cultural Diversity in a Dutch UniversityPatrizia Zanoni and Hans Siebers 3. Moving Towards Inclusive Excellence in Doctoral StudiesMary Ann Danowitz and Frank A. Tuitt 4. From a Bottom-up Movement to a Top-down Strategy: Reframing Responsiveness to Gender Equality in an Austrian UniversityRegine Bendl and Angelika Schmidt PART II: SETTING EXAMPLES AND REWORKING PEDAGOGY 5. Teaching Diversity in a ‘Conservative’ State: Using Who I Am and Empirical Evidence to Contradict Erroneous PerceptionsMyrtle P. Bell 6. Doing Difference with Graduate Management Students: Methods Used to Develop Inclusive PracticesSandra Billard 7. Gender in Education: An Inclusive ProjectUlla Eriksson-Zetterquist 8. Contributions of Free-to-the-Public Web Pages to Liberatory EducationDavid M. Boje PART III: SHIFTING ACADEMIC IDENTITIES AND RESEARCH STRATEGIES9. Extending Cross-ethnic Research Partnerships: Researching with RespectJudith K. Pringle, Rachel Wolfgramm and Ella Henry 10. Making Sense of Gender: Self Reflections on the Creation of Plausible AccountsAlbert J. Mills and Jean Helms Mills 11. Carving a Niche for a Feminist Scholar: Shifting Academic Identities in UK UniversitiesBeverly Dawn Metcalfe 12. Carrying on the Collaborative Effort: Becoming Academics in the Wake of a Feminist Intervention ProjectElina Henttonen and Kirsi LaPointe PART IV: CONCLUSIONS11. Practising Inclusion: Diversity Matters!Silvia Gherardi Index

‘. . . the book has a practical relevance that will be particularly useful to teachers seeking to design inclusive curriculum and pedagogy. The examples given are detailed and will be helpful to practitioners. They will also provide the opportunity for both teachers and researchers to reflect on their own inclusion-based efforts and to compare these with those of others in academic communities elsewhere.’