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Drawing on the political theory of leadership and the input‐process‐output model the purpose of this paper is to examine the link between leader political skill and team performance by focusing on the mediating role of team communication and the moderating role of team task interdependence.

The authors collected three waves of data from 80 teams across four business units and employed hierarchical regression modeling and the moderated path analysis approach suggested by Edwards and Lambert to test the moderated mediation model.

Leader political skill was found to positively influence team performance via promoting the quality of team communication. Moreover, team task interdependence moderates the relationship between leader political skill and team communication, such that the relationship is stronger when team task interdependence is high rather than low.

First, the paper adopts the measuring scales developed in the western organizational context to investigate the relations and phenomena existing in the Chinese organizational context. Future research should adopt the indigenous measuring scales to investigate the relations and phenomena existing in the Chinese organizational context. Second, both political skill and team performance were reported by the team leader, which might lead to common source bias. Future research should allow team members to rate leaders' political skill and the team leaders' supervisors to provide evaluation of team performance.

Owing to its importance to team performance, political skill is one of the critical skills that leaders should make efforts to develop. When companies recruit leaders for work teams, they should put more attention on the political skills of the candidates. Moreover, companies should cultivate a cooperative team climate to facilitate team communication.

Although Ahearn et al. suggested that leader political skill has positive effect on team performance, they did not empirically examine the specific process and mechanism through which the positive effect occurs. This study argues team communication is a critical mechanism that bridges leader political skill and team operations and outcomes as well. The study adopts longitudinal research design and collects multi‐source data to test the authors' model. The study also complements past research by investigating both the mediating and moderating mechanisms in the leader political‐team performance linkage.

This article explores memory work and storytelling as an organising tool through family histories, offering theoretical and methodological implications and extending existing conceptualisations of memory work as a feminist method. This approach is termed as impressionist memory work.

To illustrate impressionistic memory work in action, the article presents two family histories set during Second World War and invite the reader to engage in the “undoing” of these stories and dominant ways of knowing through storytelling. This method challenges the taken-for-granted roles, plots and detail of family histories to uncover the obscured or silenced stories within, together with feminine, affective and embodied subjectivities, marginalisation and social inequalities.

This study argues that impressionistic memory work as a feminist method can challenge the silencing and gendering of experiences in co-constructed and co-interpreted narratives (both formal and informal ones).

This study shows that engagement with impressionistic memory work can challenge taken-for-granted stories with prominent male actors and masculine narratives to reveal the female actors and feminine narratives within. This approach will offer a more inclusive perspective on family histories and deeper engagement with the marginalised or neglected actors and aspects of our histories.

This paper examines the social and ideological significance of selfies as a manifestation of networked culture and individualism. The aim is to illustrate the meaning and affordances of selfies by investigating their potential for (post)feminist empowerment.

The analysis entails an exploration of the form, content, and context of (post)feminist selfies. This includes a review of popular expressions of selfie-empowerment as well as an in-depth ideological analysis of several revealing case studies.

As a result, this paper identifies a (dis)empowerment paradox marked by a divide between material and affective conceptions of empowerment. According to this paradox, self(ie)-expressions may feel empowering to the individual(s) controlling the camera while concurrently conforming to hegemonic norms – a trend which is particularly pertinent to many networked selfies shared via social media. Accordingly, the paper concludes by critiquing the discourse of selfie-empowerment and considering the significance of cultural context in shaping meaning and ideology.

By addressing these implications in light of broader shifts toward networked individualism and post-feminism, this paper critically examines the ideological significance of selfies and demonstrates a need to reconsider what sociological perspectives can contribute to the study of selfies within the context of networked cultures.

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.

The purpose of this paper is to explore the individual music research projects the authors were working on in Borroloola, Northern Territory of Australia, and the ways in which the lived and inter‐subjective concepts of sisterhood and friendship strengthened the authors’ shared experiences in the field and became the foundations of their method.

Through an auto‐ethnographic and inter‐subjective narrative approach, the authors consider how the intertwined notions of relationship as research and “friendship as method”, underpinned what was being researched, how the research was enacted, and finally how the authors came to further appreciate and understand the role that music‐making plays in facilitating this process.

The authors’ independent and shared experiences during this research were stark reminders that it is indeed the quality of field relationships and friendships, rather than clever theoretical ideas or fancy methodological frameworks, which ultimately determine the quality and depth of their musicological and ethnographic research.

This paper presents original, feminist‐based research which places concepts of sisterhood, friendship and relationships at the centre of music research practice in Australia. More specifically, this research highlights the complexities of such research practice across the boundaries of race, with and in collaboration with, Indigenous Australian women.

This paper contains a theoretically inspired discussion of recent Norwegian controversies related to the management of public library space as a civil public sphere.

This study engages with theories of civil public spheres and their application within a Nordic context. The theories are applied in discussions of recent controversies related to the management of Norwegian public libraries as civil public spheres, as represented in professional journals and press articles.

Through the discussion, it becomes apparent that the value of neutrality and librarians' inclusive practices on the part of societal minorities might be conflicting when managing public libraries as civil public spheres.

This paper engages with recent library controversies in Norway and discusses them in light of recent scholarly work on library activism in a Nordic context, as well as recent theorizations of civil public spheres in the Nordic countries. It thus connects ongoing discussions among Norwegian librarians with recent library research and ongoing theorization of civil public spheres within the Nordic model.

In this chapter, the authors provide a critical exploration of the concept of lurking in online learning spaces through a phenomenological inquiry. The authors begin from a position that lurking is often misunderstood – or perhaps not understood – in education, and that the term itself is quite problematic, as it is typically applied to a disparate range of behaviors by those who perceive them as problematic. The authors then propose three heuristic lenses to make sense of lurking behaviors: lurking as troublesome, lurking as ordinary, and lurking as political. These lenses demonstrate that lurking behaviors not only stem from a range of different motivations but are also situated in a variety of contexts, that is, lurking is personal and contextual. The authors’ aim is not to define or redefine lurking for readers but to provide a critical analysis of what digital silence might mean for their students based on their contextual experience and in the light of critical literature. The authors invite readers to be part of the reflexive analysis by considering what lurking might mean in their own teaching contexts.

The paper aims to examine the potential feminist politics of teaching: is there a clear connection between feminism and teaching, and is there a particular feminist way of teaching? Through notions of engaged political pedagogy (as developed by bell hooks Jacques Rancière), it proposes an intersectional and dissensual approach to teaching, as a primary way of practising feminist politics within academia.

The paper sets out to explore the possibility of a feminist pedagogy of teaching. Drawing on works by social and feminists theorists as well as by radical pedagogues, it negotiates these various standpoints, finding similarities and differences, in order to formulate ways in which we can more fruitfully conceive of teaching as politics.

The paper proposes that the classroom proves one of the most radical spaces for possibility within academia. Through an engaged, dissensual pedagogy, in which both students and teachers work together in mutual recognition of each other's knowledge, the feminist teacher can enthuse political change both within and outside of the classroom.

Teaching is often viewed as a less important part of academic work. This paper, in contrast, proposes the classroom as one of the spaces where we as feminist academics can have the most impact. Providing a theoretical methodology of a potential feminist teaching pedagogy, this paper adds a well‐needed exploration of the relation between teaching and feminism, and a defence of teaching as politics.

Our research identifies political explicitness as a variable property among free spaces and its implications for the role that such spaces can potentially play vis-à-vis social movement mobilization. Specifically, spaces where politics are implicit (i.e., where political goals and values are not an explicit part of associative principles) can serve as sites where identities with affinities to social movements are cultivated while remaining open to those who do not already hold sympathetic views – representing free and open spaces. Our research draws on previously unexplored links between social movement research and leisure activity research, which explains processes of socialization across participant levels as a central dynamic in shaping collective values and individual participant identities. We illustrate our argument by exploring those processes within American belly dance as an example of a gendered leisure activity, and their influence on participants’ gender identity and related political attitudes. Findings are based on survey research of 103 dancers in the Salt Lake City, Utah, region. Data indicate wide acceptance of gender norm challenges, and affirm expectations of leisure activity research regarding community dynamics that promote such challenges.