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This chapter locates our book in social science debates and critiques challenging ontological and epistemological assumptions underpinning researching approaches emanating from the global north. This is an important contextualising move, given that these debates have surfaced crucial understandings about the dangers of unquestioned assumptions underpinning researching approaches in intercultural and cross-cultural contexts. The chapter outlines how practice architectures, the key theoretical lens employed in this book, have attempted to counter these exclusions. It focusses on the theory’s emergence from the relational (political and material) work of the pedagogy, education, and praxis (PEP) network. This historicising move is part of our shared authorial commitment to rendering visible the taken-for-granted assumptions underpinning researching approaches, including those, such as practice architectures theory, that have a shared commitment to critical educational praxis. The final section of the chapter considers the possibilities and limitations of practice architectures theory as a means of challenging taken-for-granted ontological and epistemological assumptions of research and researching practices.

In this paper the co-authors, educators and organizers working together in a liberatory curriculum development organization (People's Education Movement Chicago), put forth a conceptualization of Critical Race Praxis (CRP) in education as it applies to K-12 curriculum and education writ large. They take Yamamoto's (1997) premise seriously in that they need to spend less time with abstract theorizing and more time in communities experiencing injustice.

The co-authors utilize critical race counterstory methodologies to analyze and (re)tell their experiences building and supporting justice-centered curriculum bound in CRP. In doing so, they share narratives that illuminate their individual and collective experiences navigating the gratuitous violence of white supremacy and other forms of structural oppression, and their work to center justice in and out of K-12 schools.

The findings provide examples of organizational praxes within the tenets of CRP (Conceptual, Material, Performative and Reflexive). For People’s Education Movement Chicago the conceptual conditions of their praxes begin with an intersectional analysis of schooling, education, and life. Within the CRP tenant of the material, the co-authors share experiences that detail their continuous political education and offer seven emergent ways of being and building to bound the material change they seek to create through their work. Next, the co-authors share their insights on the performative tenet, with a focus on curriculum, which creates learning experiences that support people to remember social movements and develop within them the curiosity and agency to act on their findings in ways that center justice and transformation. Finally, the findings related to reflexivity focus on the authors’ internal practices as a collective. The authors place process over product which, as they articulate, is a must if they are to produce a vital harvest for communities they work with and for.

The authors conclude the article with the following offerings useful to P-20 educators, researchers, school administrators and community members advancing more just educational futures: a commitment to the on the groundwork, situating social justice as an experiential phenomenon, the utilization of interdisciplinary approaches, collaborative work and capacity building, and a commitment to self and collective care.

As P-20 teachers, community workers, organizers, caregivers and education scholars of color building together in a K-12 curriculum development organization, the authors suggest that now is the moment to pivot away from the rhetoric of “we don't do CRT” and into work that constructs paths toward praxes bound in the tenets of CRP.

This article advocates that privacy literacy research and praxis mobilize people toward changing the technological and social conditions that discipline subjects toward advancing institutional, rather than community, goals.

This article analyzes theory and prior work on datafication, privacy, data literacy, privacy literacy and critical literacy to provide a vision for future privacy literacy research and praxis.

This article (1) explains why privacy is a valuable rallying point around which people can resist datafication, (2) locates privacy literacy within data literacy, (3) identifies three ways that current research and praxis have conceptualized privacy literacy (i.e. as knowledge, as a process of critical thinking and as a practice of enacting information flows) and offers a shared purpose to animate privacy literacy research and praxis toward social change and (4) explains how critical literacy can help privacy literacy scholars and practitioners orient their research and praxis toward changing the conditions that create privacy concerns.

This article uniquely synthesizes existing scholarship on data literacy, privacy literacy and critical literacy to provide a vision for how privacy literacy research and praxis can go beyond improving individual understanding and toward enacting social change.

Feminist leadership and administrative praxis include areas overlooked or devalued by traditional leadership. In this chapter, the authors explore how academic administrators in the United States who self-identify as “feminist” integrate their feminist values into daily praxis, decisions, and implementation – or revision – of institutional policies. The goals of this study are to identify how feminist values inform praxis and how feminist administrators’ praxis produce successful changes. Through in-depth, semi-structured, qualitative interviews with feminist administrators in higher education, the authors find commonalities in feminist values, in how those values shape administrators’ interactions, and how they inform initiatives and policies on which administrators have worked. Feminist administrators rely on values such as transparency, collaboration, inclusivity, empowering others, and being mindful of power and personal biases. These values informed their interactions with faculty, staff, and students as well as formal policies and initiatives, which were infused with feminist principles in their efforts to make academe more just.

Sets out several experiences of a lesbian change agent in integrating personal and professional identities in an organizational setting. Describes how praxis, critical theory and cultural democracy became a perspective for individual, organizational and social change. Identifies three examples presenting challenges to enacting praxis. Concludes that diversity awareness aligned with a commitment to praxis creates a path for organizational change.

While clinical governance is assumed to be part of organisational structures and policies, implementation of clinical governance in practice (the praxis) can be markedly different. This paper draws on insights from hospital clinicians, managers and governors on how they interpret the term “clinical governance”. The influence of best-practice and roles and responsibilities on their interpretations is considered.

The research is based on 40 in-depth, semi-structured interviews with hospital clinicians, managers and governors from two large academic hospitals in Ireland. The analytical lens for the research is practice theory. Interview transcripts are analysed for practitioners' spoken keywords/terms to explore how practitioners interpret the term “clinical governance”. The practice of clinical governance is mapped to front line, management and governance roles and responsibilities.

The research finds that interpretation of clinical governance in praxis is quite different from best-practice definitions. Practitioner roles and responsibilities held influence practitioners' interpretation.

The research examines interpretations of clinical governance in praxis by clinicians, managers and governors and highlights the adverse consequence of the absence of clear mapping of roles and responsibilities to clinical, management and governance practice.

This paper is a thinking piece that examines, from the viewpoint of a Canadian pracademic, working through two definitions of pracademic, a collaborative relationship between academics and practitioners and a person engaged as a practitioner and researcher. Two aspects of a pracademics scholarship is discussed, wide awakeness and praxis. The purpose of the paper is to make the case that it is pracademics who are well suited and attuned to questioning, challenging, and disrupting the ordinariness of the everyday, to envision new possibilities, and who take responsibility for mobilizing the educational community to undertake meaningful social change within an education system. A case is provided to illustrate wide-awakeness and praxis in practice. A case is provide to illustrate how wide-awakeness and praxis present themselves in practice.

This paper considers the work of pracademics from Galileo Educational Network, located within a research-intensive university, who research and lead design-based professional learning. Drawing upon a design-based approach to guide design-based professional learning and design-based research, I highlight the ways in which wide-awakeness and praxis work themselves out in practice.

Drawing upon the two aspects of wide-awakeness and praxis, creates a liminal space for pracademics to engage with practitioners to undertake stubborn and persistent problems of practice to create important educational improvements. A key to engaging in transformational change through collaborative professionalism is to engage in sustained design-based professional learning led by pracademics.

This thinking piece offers the perspective of one Canadian pracademic who shows how pracademics are uniquely positioned to take on the work of transformation, agency, and social change.

The purpose of this paper is to investigate Global Talent Management (GTM) approaches and praxis with a specific focus on global deployment goal congruence and alignment between expatriates and the organization, talent recognition, valuation and utilization of repatriates.

Qualitative research in this paper entails interviews with 78 expatriates and repatriates across the globe, investigating their experiences with, perspectives on and perceptions of GTM praxis and approaches.

Findings of this study revealed firstly, that there is incongruence and misalignment of goals in global deployment where organizational, financial goals prevailed over social and human-oriented goals. Secondly, a lack of global talent pools and pipelines where interviewees indicated that expatriate assignments (EAs) were typically reactionary without strategic forward thinking on talent management (TM), observable through organizations' focus on short-term return on investment (ROI) on EAs instead of long-term talent investments. Thirdly, there was little recognition and non-utilization of cross-cultural human capital and talents upon repatriation.

This study relied on self-reports of expatriates' and repatriates' perceptions of and experiences with GTM approaches. Future research should gather multi-actor, multiple-source data from expatriates and repatriates, senior leaders, line managers, GTM strategic business partners to gain more insight into GTM approaches and praxis.

Organizations are recommended to conduct “Global Talent Management Open Strategy Formation” as the foundation of an evidence-based, integrative GTM architecture and praxis to ensure GTM effectiveness.

This paper contributes to the literature by advocating for sustainable, people-centric GTM to safeguard the longevity and sustainability of all members of the talent ecosystem.

This paper aims to present lessons learned in applying 2nd‐order cybernetics – specifically Maturana and Varela's “biology of cognition” – to the actual design of interactive decision support systems.

This consists of a review of the rationale and bases for applying 2nd‐order cybernetics in interactive IT design, the challenges in moving from theory to praxis, illustrative examples of tactics employed, and a summary of the successful outcomes achieved.

The paper offers conclusions about the general applicability of such theories, two sample applications devised for actual projects, and discussion of these applications' perceived value.

The applications described are not claimed to represent a complete toolkit, and they may not readily generalize beyond the scope of interactive information systems design. On the other hand, the examples offered demonstrate that 2nd‐order cybernetics can constructively inform such designs – advancing the focus of discussion from theory‐based advocacy to praxis‐based recommendations.

The paper presents illustrative examples of the exigencies entailed in moving 2nd‐order cybernetics ideas forward from theory to praxis and specific tactics for doing so.

This paper addresses the persistent deficiencies in both concrete examples and guidance for practical applications of 2nd‐order cybernetics theories. It will hopefully stimulate similar attempts to demonstrate such theories' practical benefits.

Sustainability – in the sense of a system of deep‐rooted social justice and a fair and responsible allocation and use of ecological resources – requires a political philosophy adequate to its unique task in effecting change. Traditional Cartesian epistemes, that rely on formalistic policy declarations and which appeal to morality, are seen as inadequate without a rigorous historical and politically informed praxis, wherein our own cognitive, spiritual, and aesthetic development is seen as integral to developing processes “out there”. Several examples of attempts to form organic ties are provided to illustrate the use of praxis as a methodology of intervention.