Anticipating resistance: Teaching gender and management to business school students

Micaela Stierncreutz*, Janne Tienari

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

1 Citation (Scopus)


Gender perspectives and feminism are rarely considered legitimate in business school education. Existing research tells us that those who teach in business schools do so in conditions where feminist theories and pedagogy evoke resistance and where their work is paved with discomfort caused by tensions between feminist and neoliberal idea(l)s. We argue that for those challenging the status quo in the business school through teaching, the impact of the threat of resistance can be as “real” as that of realized resistance. In this paper, we engage with collaborative autoethnography and elucidate how our anticipation of resistance shapes the way we teach, even when resistance does not materialize in the classroom. Building on reflections of our shared experiences, we theorize anticipated resistance as productive in and of itself, challenging the conventional view of resistance as brought into being through resisting practices at a specific time and place.

Original languageEnglish
Peer-reviewed scientific journalGender, Work & Organization
Issue number1
Pages (from-to)227-244
Number of pages18
Publication statusPublished - 06.09.2023
MoE publication typeA1 Journal article - refereed


  • 512 Business and Management
  • business school
  • education
  • feminism
  • gender
  • resistance
  • teaching
  • 516 Educational sciences

Areas of Strength and Areas of High Potential (AoS and AoHP)

  • AoS: Responsible organising


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