Body Possibilities in Leadership

By A. Sinclair. 2005

163 citations recorded by the source corpus.

Subfields: Gender Studies, Organizational Behavior and Human Resource Management, Urban Studies

View Paper: https://www.semanticscholar.org/paper/942a5d68ded476025004a7b1cb6686a29f3088ff

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In Gender Studies

In Organizational Behavior and Human Resource Management

In Urban Studies

Citations in the corpus

Enacting the ‘true self’: Towards a theory of embodied authentic leadership (2010, background): “For example, in her study of the Australian woman police commissioner, Chris Nixon, Sinclair (2005b) points to the public outcry that occurred as a result of Nixon marching in a Gay Rights March.”
Leading beautifully: How mastery, congruence and purpose create the aesthetic of embodied leadership practice (2008, background): “In fact, as highlighted by Sinclair (2005) to a large extent ‘leaders’ are theorised as disembodied beings.”
The Social Construction of Leadership: A Sailing Guide (2010, background): “Sinclair (2005) cogently argues for a multimodal approach in noting that the extant (mainstream) leadership literature “behaves as if leadership was degendered and disembodied” whereas the “accomplishment of leadership is often highly dramatic and full-bodied” (p. 388).”
Dialectics of leadership (2005, background): “Sinclair (2005) focuses on the ‘subversive leadership’ of two Australian leaders, a woman Chief Commissioner of Police and an aboriginal school principal who achieved radical change in moribund systems.”
Considering context in discursive leadership research (2009, background): “Work by Sinclair (2005) on body possibilities in leadership is a start, as is work that uses actor-network theory with its hybrid human–non-human agents and views of the context as embodied in leadership networks (Fairhurst & Cooren, 2009; Grint & Woolgar, 1997).”
Dichotomies, dialectics and dilemmas: New directions for critical leadership studies? (2014, background): “…the police and orchestras women and men leaders can utilize their bodies as modes of power, influence, and communication (Ropo and Sauer, 2008; Sinclair, 2005, 2007, 2013), and how corporeality, emotions, and aesthetics may shape leaders’ practices (Hansen and Bathurst, 2011; Hansen et al.,…”
Teaching Leadership Critically to MBAs (2007, unknown): “I wanted to be more consciously embodied (Sinclair, 2005a, b), to teach from a pedagogical place that was less educationally hierarchical (Hooks, 1994; Marshall, 1999; Reynolds, 1999) and to model and experiment with leadership as emergent and socially constituted in the classroom (Grint, 2000).”