Hostile knowledge performances

Abstract

ABSTRACT Struggles over meaning are inherent to knowledge performances – the communicative accomplishment of knowledge. This study analyzes an interdisciplinary team’s communication as they designed a novel information technology. It focuses on hostile knowledge performances, which are comprised of behaviors that steer group knowing by dominating communication. That communication included flooding the interactive space with monologues and interminable emails; correcting and directing, including telling people what to think; and stifling others by interrupting, patronizing, and stonewalling. This study contributes to communication theory and practice by building an account of hostile knowledge performances defined by communication that reflects domination in the communicative accomplishment of knowledge. This research makes clear the difficulties collaborators face responding to hostility and reveals more and less adaptive responses.