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Item type:Publication, Professional credibility cycles in education: Constructing trust and expertise in a regulated state school system(SAGE Publishing, 2026-05-01)Experts must adapt to immediate circumstances when managing impressions and be able to reassert credibility and exercise authority when performing professionalism. A credible professional is constructed, applied, and recognized locally as well as relationally, particularly within the context of careers in bureaucratic structures. Few studies investigate professional credibility through processual approaches assessing experts' testimony and practice in situ as they manage their careers over a period of time. We examine the cycles of professional credibility in a rural elementary state school in Brazil, focusing on how credibility is constructed, applied, and recognized in highly regulated bureaucratic systems. We use the “credit cycle” framework from science and technology studies to analyze education professionals' positions, career paths, and group dynamics. Our ethnographic approach included participant observation, document analysis, audio-visual data collection, and interviews with education workers. We used event-related phases and narrative analysis to analyze data and uncover insights into professional credibility, expanding the concept of the credit cycle beyond laboratories to include primary education professionals and managers. We consider how individual professional credibility is enacted by producing report cards and educational projects within what is a highly regulated educational system. What is “critical” in our research is a critique of the approach to the bureaucratization of professions that suggests that the outcome is “de-professionalization” or “proletarianization.” Our research findings highlight professional credibility's relational, transactional, dynamic, and cyclical nature and offer practical insights for understanding and enhancing expertise in bureaucratic settings. Future studies should apply the credit cycle to other professional contexts.1 - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Narrating the Disjunctions Produced by the Sociological Concept of Emotional Reflexivity in Organization Studies(Emerald Publishing, 2025-01-01)Abstract – Despite being conjointly stronger in their synergies in the past, there is still a significant gap between management and organization studies and sociology. The temporal lag is also, on occasion, a substantive lag. The emergent sociological concept of emotional reflexivity has recently been used in organizational studies. The question that animates this contribution concerns the nature of this translation, reception, and extension; thus, we ask how organization studies have been using the sociological concept of emotional reflexivity? We will examine recent seminal sociological studies on emotional reflexivity to answer this inquiry and consider some organizational studies citing these. We describe the reception of sociological ideas of emotional reflexivity in management and organization studies literature. By analyzing the differences and disconnections produced within this discourse, it will be possible to understand that emotional reflexivity is rarely addressed in emotional encounters between people and other modes of being in modern organizations. We introduce narrative fiction as a method; the narrative focuses on the relationships between humans and other beings in the workplace dynamics of a vocational school. The story tells how Charlie, a deaf student, changed his life after entering the vocational school and becoming involved with different pedagogical teaching-learning strategies. Adopting two deaf dogs, which had both suffered from past unsuccessful adoption experiences, produced life-enhancing emotional reflexivity. We conclude with a research agenda scoping further directions.1