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The study aims to understand the meaning of event-based and place-based community practices, as well as the resulting social impacts.

An ethnomethodological approach was followed (participant observation and interviews were supplemented by secondary data), with the analysis being exploratory and interpretative.

The festival and the place reinforce the community’s social practices, which have impacts beyond the festival, benefiting individuals, the community and the place, becoming a means for valorisation and diffusion of the rural way of life, and placemaking.

In this study the authors focus on social practices in the context of an event and of a place (the village where the event occurs). The authors connect to theories of practice, which they apply in the analysis. The value of the study lies on the underlying mechanisms (how communities exercise social practices in the context of festivals, and what social impacts may lead to) rather than its context-dependent specific results.

National and regional authorities can play a role in providing local communities with adequate tools to overcome the challenges they encounter. This can be done by issuing appropriate (events) plans and policies while giving room for the locals to voice their opinions.

Community-based festivals are key social practices that can strategically impact placemaking, strengthening community bonding, forging connections with outsiders and promoting well-being practices that discourage rural depopulation.

There is a scarcity of research that deepens the understanding of the role of festivals in placemaking and their social impacts, particularly in the rural context. This study contributes to closing this gap by focussing on the social practices of a community-based festival in a village in the interior of Portugal.

This performance autoethnography may or may not be interpreted as a continuation of a conversation regarding the experiences of those with devalued statuses in academic settings. The authors rely on “strange accounting” to consider their experiences in the academy from various standpoints: before and after promotion, before and after leaving academia. While reflecting on our past experiences, we introduce the concept of “everyday precariousness” as a way of explaining the normalization of instability, insecurity, and negative affect that is part of everyday life for those with devalued statuses in academic settings and beyond. Everyday precariousness is an embodied experience for those in vulnerable positions. Normalized exposure to risks, such as discrimination, harassment, bullying, or structural instability, produces an undercurrent of threat that permeates academic culture. Our stories of everyday precariousness span race, ethnicity, class, academic roles, and gender boundaries (among many others). Analyzing these experiences furthers previous work on the uses of strange accounting as well as the dynamics of status silencing. In the final analysis, unresisted and unabated, everyday precariousness and status silencing can lead to institutional failure and resonance disasters.

In the mid-2000s, the operator of New York City’s mass transit network committed more than a half-billion dollars to military contractor Lockheed Martin for a security technology capable, in part, of inferring threats based on analysis of data streams, of developing response strategies, and taking automated action toward alerts and calamities in light of evolving circumstances. The project was a failure. This chapter explores the conceptualization and development of this technology – rooted in cybernetics – and compares its conceptual underpinnings with some situated problems of awareness, communication, coordination, and action in emergencies as they unfold in one of the busiest transport systems in the world, the New York subway. The author shows how the technology, with all the theatrical trappings of a “legitimate” security solution, was apparently conceived without a grounded understanding of actual use-cases, and the degree to which the complex interactions which give rise to subway emergency can be anticipated in – and therefore managed through – a technological system. As a case-study, the chapter illustrates the pitfalls of deploying technology against problems which are not well-defined in the first place, to the neglect of investments against much more fundamental problems – such as inadequate communication systems, and unstable relationships with emergency response agencies – which might offer guaranteed benefits, and indeed lay a firm groundwork for future deployment of more ambitious technology.

This study aimed to investigate the sensemaking strategies employed by early-career employees working within organizationally constrained environments.

Grounded in the sensemaking-as-accomplishment framework, a longitudinal multi-case study was conducted, involving three early-career employees. These participants were interviewed multiple times concerning tasks they themselves identified as anomalous and ambiguous.

The study's findings illuminate how early-career employees utilize sensemaking strategies to accomplish anomalous-ambiguous tasks. These strategies are interwoven with deliberate efforts to mitigate organizational constraints that exist in the organization or arise during the execution of complex tasks.

Notable limitation pertains to the time gap between task completion and the interviews. Conducting real-time interviews concurrently with task execution or immediately afterward was not feasible due to constraints in participant availability. This research has implications for organizational learning initiatives, particularly those encompassing employee-driven self-learning components. Insights derived from studies like this can inform the development of effective self-learning schemes within organizations.

Previous sensemaking research focused on what takes place in high-reliability organizations. This study explored sensemaking strategies in workplaces that are organizationally constrained.

Ethnography produces accounts; the critical reflection of accounts produces accountability. Ethnography requires accountability if meaningful conclusions and/or observations are to be made. Accountability requires ethnography if is to address lived experiences. Virno argues that the principles of “languaging” make ethnographies and accountability possible. This papers aims to describe an instance of the circularity of accountability and use this to explore Virno’s insights. Doing this helps us to see the connections between accountability and ethnography, and reflect on the nature of these interconnections.

Inspired by Paulo Virno’s philosophy, the authors assert that an ethnographer typically produces an account of a chosen “Other” in which this “Other” is held to account. But at the same time, the ethnographer needs to be held to account by the very same “Other” and by the “Other” of the (research) community. Furthermore, ethnographers are accountable to themselves. All these moments of accountability can endlessly circle, as responsibilization of the researchers by their Other(s) continues. For ethnography to function, this must be tamed as a (research) account ultimately has to be produced for an academic project to be considered complete. Drawing on Virno’s principle of the “negation of the negation” by the “katechon,” by the “katechon,” the authors propose a potentially valuable intervention that would enable ethnography – and by extension, ethnographers – to prosper.

The authors apply Virno’s philosophical reflections to propose a positive feedback cycle between ethnography and accountability. Virno’s ideation centers on two key concepts: (i) the multitude of social relatedness and (ii) the ontology of the languaging of individuation. Hereby, a positive circle of causality between ethnography and accountability can be realized, whereby the authors can respect but also break the causal circle(s) of ethnography and accountability. This might be achieved via a reflection on Virno’s concept of the “katechon.”

The authors illuminate the accountability–ethnography dynamic, providing an illustration of the circularity of ethnography and accountability and showing how Virno provides us with tools to help us deal with it. Hence, ultimately, the paper focuses on the accountability as ethnographers.

The increased importance of sports and athlete brands highlights the need for athletes to pay attention to branding as it has positive impacts. As athletes, Muslim women have not succeeded in building their brands. This study aims to understand the branding challenges facing Muslim female athletes and how to overcome them.

These branding obstacles and guidelines were explored using qualitative methods – specifically semi-structured interviews with Muslim female athletes and focus groups with experts. Data were analysed using open and axial coding to identify the codes.

The study identifies three major obstacles to branding by Muslim female athletes. Self-related obstacles, such as knowledge of brand building, social media, personal pressure and a lack of role models, impact the brand-building decision. Social-related (family and society) and sport-related obstacles (participation as women and as Muslims) further complicate this task. Experts provide additional insights regarding these obstacles, suggesting strategies to overcome them.

The research focuses on athletes from one geographical area and has limitations associated with using qualitative methods.

The study suggests how self-, social- and sport-related obstacles are faced by athletes. It provides suggestions for federations, sports codes and other stakeholders to support athletes to overcome these barriers.

This study expands the understanding of the struggles Muslim women face in building their brands as part of an under-represented group.

English, the lingua franca of the world, permeates a global teaching-learning space not only for communication per se but also as a medium of instruction and social interaction. The authors studied the lived experiences of five English-speaking university lecturers as regards English as a foreign language (EFL) teaching in a non-English-speaking Asian country.

Using a phenomenological inquiry and through Zoom interviews, the authors studied the lived experiences of five English-speaking university lecturers as regards EFL teaching in a non-English-speaking Asian country.

Thematic analyses guided the authors' understanding of the participants’ lived experiences in the classroom, such as the following: (1) Local students have a negative perception of EFL; (2) lecturers’ professional standards are hardly imposed and (3) local students have a mixed level of English proficiency. The authors also examined the participants’ lived experiences in the organization, where the following issues surfaced: (1) sending of communication messages beyond working hours, (2) bureaucratic working environment and (3) changing of policies.

The authors' research implies the need for programs and policies that will help EFL teachers deal with instructional and other socio-cultural challenges in an Asian context.

In the Asian setting, there is a dearth of literature that focuses on the experience of university lecturers of English as a Foreign Language (EFL), in particular, their teaching challenges. The authors confronted this gap by understanding the local beliefs about EFL teaching among English-speaking university lecturers.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

This research interrogates how the construction of narratives and accounting forecasts contributes to managing the emotional state of actors involved in reporting meetings by promoting discourses of hope in their organization's future, mitigating their anxiety. This study shows how narratives are built from multiple antenarratives and accounting forecasts, which restore and strengthen organizational actors' commitment to their organizations. This study contributes to a better understanding of the role played by narratives and accounting documents in mitigating organizational members' anxiety.

Over eight months, an interventionist research design method gave one of the authors the opportunity to record discussions held during reporting meetings in a business incubator. These recordings captured the production of narratives and forecasts in these meetings.

This study shows how the production of multiple antenarratives and accounting forecasts helps organizational actors who attend reporting meetings mitigate the anxiety triggered by disappointing performance figures and restore collective discourses full of hope for the organization's future. This case highlights how personal antenarratives and successive versions of accounting forecasts contribute to restoring a collective commitment to a failing organization.

This study refines current understanding of the under-explored links between accounting forecasts, narratives and anxiety management. The study provides insight into how accounting practices contribute to the production of narratives that successfully restore organizational members' commitment to working for a failing organization. The study also exemplifies the original insights gained from interventionist research protocols.