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The purpose of this article is to develop a critical and extended understanding of practices in organizations from a phenomenological point of view. It explores the relevance of Merleau-Ponty's advanced phenomenology and ontology for understanding the role of the lived body and the embodiment of practices and change in organizational lifeworlds.

Based on the literature review and phenomenology, the role of embodied and relational dimension, the concept of an emergent and responsive “inter-practice” in organizations is developed systematically.

Based on the phenomenological and relational approach, the concept of (inter-)practice allows an extended more integral and processual understanding of the role of bodily and embodied practices in organizational lifeworlds as emerging events. The concept of inter-practice(ing) contributes to conceiving of new ways of approaching how responsive and improvisational practicing, related to change, coevolves within a multidimensional nexus of organizations.

Specific theoretical and methodological implications for exploring and enacting relational practices as well as limitations are offered.

Some specific practical implications are provided that facilitate and enable embodied practices in organizational contexts.

The responsive inter-practice is seen as embedded in sociality and social interactions and links to sociocultural and political as well as ethical dimensions are discussed.

By extending the existing discourse and using an embodied approach, the paper proposes a novel orientation for reinterpreting practice that allows explorations of the emergence and realization of alternative, ingenious and more suitable forms of practicing and change in organizations.

Based on showing the significance of embodied and relational learning, this paper aims for contributing to a more comprehensive and integral approach to learning in and of organizations and its underlying dynamics.

Methodologically, advanced phenomenology and an integral framework are used for generating a more comprehensive analysis and relational understanding of learning in organizations.

Learning in and by organizations is an ongoing embodied, responsive and relational practice. As such it is covering internal and external as well as individual and collective dimensions entangled within an interdependent nexus and developmental context and integral cycle. Based on these findings perspectives on an “inter‐learning” are presented.

Some theoretical and methodological implications are discussed as well as avenues for future research outlined.

Some practical implications and specific measurements for different domains of learning are outlined briefly.

The paper contributes to a needed non‐reductionist, integral and relational understanding of learning in and by organizations. Following a process‐oriented turn, the article provides innovative perspectives on embodied learning as an inter‐relational process, including interior and exterior as well as individual and collective dimensions within an intertwined nexus.

This paper aims to propose to rehabilitate prâxis and revive possibilities of practical wisdom (phrónêsis) and a reinterpret excellence as an ethically committed way for responsible and sustainable form of living, while operating in the midst of a systematically constrained world of neoliberal regimes.

Based on a literature review, this essay first presents some basic understandings of prâxis, practices and its architecture as well as phrónêsis and its interconnection. Further, possibilities for integrating excellence in prâxis and success in poiêtic practice are suggested in form of a critical poiêtic phrónêsis, and some implications are outlined in conclusions.

Considering the systemic constrains of contemporary neoliberal regimes, this paper has shown the significance of a reviving the inter-relational nexus between prâxis, embodied practices, phrónêsis and sustainable action. An integral holonic approach of constrained prâxis was discussed, by which the macro-level is holonically connected to meso-level of likewise constrained practices to micro-level of action and vice versa. In particular, constrained excellence-oriented practical wisdom was connected with constraining result- and success- poiesis in a critical poietic phrónêsis and creative actions in inter-practices as part of inter-prâxis discussed.

The paper is a meta-reflective paper and view point, but links to “prâxis-related research” are offered.

Some practical and political implications are provided.

Some links to social and societal implications are discussed.

The proposed integration of prâxis, embodied practices, sustainable actions and practical wisdom for organisation and in relation to society is genuine and critical. It is orginal in that it provides possibilities to re-assess, re-vive and further investigate the relevance of embodied forms of an integral prâxis, practicing, phronesis and action in and through organizations as well as stakeholder towards a flourishing unfoldment.

To describe the various landscapes in which information literacy has been explored and to propose new ways of thinking about information literacy.

Draws on constructivist‐influenced grounded theory method employed during doctoral research into information literacy practices of firefighters.

Information‐literate people are more usefully described as being engaged, enabled, enriched and embodied. Information literacy is conceptualized through this research as a way of knowing. The revised and extended definition is a more appropriate one to underpin an emerging ontological perspective on information literacy and to foster an understanding of information literacy as a meta‐competency.

The research was limited to an in‐depth exploration of one professional group in one geographic location over 18 months.

The provision of a broader definition of the information literacy and the illustration of how information is perceived in a variety of concepts broadens librarians' and educators' understanding of information literacy. It offers librarians and educators a different way of thinking about information literacy.

This paper reports and expands upon original doctoral research of significance to information professionals and educators.

Information literacy is a rich and complex social information practice that is constructed according to specific practical understandings, rules and teleoaffective features which characterise a social site or setting. This paper aims to explore the philosophical and theoretical perspective of practice theory, in particular, the ontological work of Schatzki. These perspectives are to be used to frame an understanding of the features of information literacy as sociocultural practice.

A theoretical perspective is introduced to examine the concept of information literacy practice by framing this analysis through a site ontology developed by Schatzki. Sociocultural and practice theory are employed in this exploration of information literacy as sociocultural practice and provide a framework for architecture of information literacy practice.

Information literacy can be understood as a critical information practice which is organised and arranged through the site of the social, rather than as a reified and decontexualised set of skills.

Framing information literacy research through site ontology and the use of a practice perspective has implications for further research into information literacy and for the development of pedagogic practices related to information literacy instruction

The paper offers an alternate way of framing information literacy by introducing the concepts related to practice theory.

Purpose: This project examines both the media practice of covering perp walks and the discourse of perp walks as performative rituals, with the goal of understanding how grounded practice shapes meaning.

Methodology/approach: This project combines ethnographic observation and interview research to explore the grounded experience of perp walk participants, including journalists, law enforcement, and defendants.

Findings: The analysis suggests that perp walks are constructions that serve the interests of the state and that their resulting images are not neutral documents. Visual journalists are managed by law enforcement through embodied gatekeeping in practice and experience pressure from newsrooms to capture a particular moment. Defendants report feeling violated because they are unable to control the discourse of their recontextualized image.

Research limitations: As a qualitative-research project using a non-representative sample, the study results cannot be generalized, but they instead offer a rich understanding of embodied practice.

Originality/value: Because this study offers the subjective perspectives of three sets of stakeholders, including journalists, law enforcement, and defendants, it offers a unique and in-depth analysis of perp walks as media ritual.

Planning and implementing in-service professional development to support teachers’ pedagogical practices for English language learners (ELLs) first considers building upon existing teachers’ knowledge and understanding of practice. Teaching English Learners Academic Content (TELAC) is an in-service professional development model that provides an enriched program curriculum to urban teachers seeking to improve teaching practices for their ELLs. Through an integrative approach of learning coupled with learning experiences, practicum activities, observational feedback, and coaching, teachers initiate refinement to practice that reflect culturally sustaining pedagogy. Funded by the U.S. Department of Education, Office of English Language Acquisition/National Professional Development program, Teaching English Learners Academic Content (TELAC) (2012–2017) is a K-12 program in Arizona designed to build a cadre of teachers adept with implementation of instructional strategies that support ELL academic success. All of the participants in this in-service professional development program are K-12 teachers of English language learners, teach any grade level and subject area in urban school districts with a majority of students who are second language learners of English. Teachers’ shared common concern is the need to improve pedagogical practices for ELLs and to personally develop their knowledge and capability to change teaching practices.

Rarely are we invited to know the where of a writer’s writing; not the stance or angle or point of view they take on their narrative, but rather, the physical space and time they occupy as they write. This, of course, is an integral facet of the writer’s craft – and perhaps art. Writers (or in this case, ethnographers) may write “winter wonderland” tales in summer, or pieces exploring the inner workings of mind while on an impressive, event-packed holiday. They may write with calm and ease while flying at 11,277 meters above the Tasman Sea in a jostling, raucous ride that tests the resolve of all who fly. They may end up taking notes at their chosen “site,” transcribing in cramped student quarters, and writing in between early-morning feedings. Does place (and, come to it, time) affect what they have to say? What they choose to write? How they – or we – interpret what “facts” or “data” or “evidences” they call to bear on their individual take of the “truth”?

This study aims to explore the concepts of ‘place' and ‘place-experience' within the context of Post-phenomenology. During 70's, humanistic geographers have introduced ‘phenomenology of place' as a revolutionary approach toward place, which has been largely condemned by Marxist, Feminist and Post-Structural critiques through the last three decades. Accordingly, this study attempts to merge these place-related critiques in order to clarify a new framework titled ‘Post-phenomenology of place'. ‘Post-phenomenology', as a novel philosophical trend, is a merged school of thought, trying to re-read phenomenology based on Post-structuralism, Pragmatism and Materialism. In this study after a theoretical review on the formation of Post-phenomenology, the various aspects of place are discussed in order to clarify distinctions and paradoxes between phenomenological and Post-phenomenological understandings of place.

The purpose of this paper is to analyze the role of embodied dimensions and relational possibilities of (serious) play at work. It shows how a phenomenological and processual approach can help in developing an integral understanding of (serious) play and its paradox in relation to work and practical wisdom and professional artistry in organizations.

Based on the literature review and phenomenology, the role of embodied dimension, and the nexus of playful practitioners, practices and playgrounds are discussed. Systematically, then the concept of “inter-playing” is proposed as a specific embodied and processual practice. Subsequently, the in-between is shown to be a medium and transrelational nexus for (serious) play that allows a more comprehensive understanding and implications.

Based on the phenomenological and relational approach, the concept of (inter-)play allows an extended understanding of serious play and its paradox as a form of an inter-practice. The mediating in-(ter-)between is revealed as decisive for playful practices and playgrounds in organizations. Serious play is linked to practical wisdom and professional artistry in organizations.

Specific theoretical and methodological implications for exploring and enacting play are offered. It is suggested to take research itself as a form of inter-practice and to enact a more integral epistemology and methodological pluralism, including body-related and art-based approaches and critical issues.

Some specific practical implications are provided that facilitate and enable embodied play and play-spaces in an ongoing, arts-based learning and development process in organizational and educational contexts.

The corporeality of responsive inter-play is seen as connected to sociality and social interaction as self and others are considered as a nexus. In particular, poetic phrónêsis in professional playful practice is linked to social creativity that includes attention and recognition of others and otherness as well as social inclusivity.

By extending the existing discourse and using an embodied approach, the paper proposes a novel orientation for re-interpreting serious play. Equally, it offers the new processual concepts of inter-play and inter-practice that allow more explorations and connections to discourses and practices of phronesis and art(istry).