Academic Reflection Research Articles

Introduction to the LINK PRAXIS V.2 I.1 second section

This collection of 13 manuscripts presents the exegetical writing produced by final-year undergraduate students completing their Bachelor of Visual Design, with a major in Communication Design, at Auckland University of Technology (AUT). These manuscripts are a key component of the students’ Level 7 capstone projects, where creative practice is critically contextualised through academic reflection. Following the connective exegesis model proposed by Hamilton and Jaaniste (2010), the project integrates 15 credits from Design Research, which focuses on research methodologies, and 45 credits from the Design Studio, which adopts a practice-led, research-driven approach. This framework encourages students to develop creative responses to complex global and cultural issues, connecting personal practice with broader social contexts. The capstone project’s thematic focus on Design Citizenship encourages students to engage in transdisciplinary work that addresses contemporary cultural, environmental, and social challenges. This approach fosters innovation and authenticity, allowing students to explore how design can offer both personal and socially relevant responses to critical questions. The programme has notably generated increased interest in postgraduate study, with many students continuing their research in the Master’s programme. These manuscripts offer a platform for students to engage in scholarly publishing, providing a space for them to reflect on how practice-oriented research can yield meaningful, contextually informed design outcomes. This collection contributes to broader discussions about the role of creative practice in higher education and its potential to generate new insights and knowledge through design research.

The relevance of post-Keynesian macroeconomics for middle-income economies

PurposeThis paper, based on the 2022 Master Class delivered at the 50th National Economic Meeting organized by ANPEC, discusses how post-Keynesian macroeconomics and New Developmentalism complement each other to understand middle-income economies' development in financial globalization. It summarizes my academic reflection about the advance in post-Keynesian thinking to develop macroeconomics for peripheral middle-income economies.Design/methodology/approachAs part of this reflection, I first bring up the idea of a developmental convention and, next, how peripheral financialization impacts the elaboration of this convention. Given the asymmetric configuration of the international financial system and the context of hierarchical currencies, I discuss the challenge of overcoming underdevelopment in peripheral economies. The post-Keynesian macroeconomics and advances in the structuralist debate provide the analytical tools to understand how peripheral economies develop virtuous or vicious growth cycles. At the end of the paper, I present some comments on the stagnation of the Brazilian economy.FindingsThe growth strategy with foreign savings does not provide the conditions for middle-income economies to operate with sufficient economic policy autonomy to promote productive transformation. To this end, a developmental convention should replace the neoliberal convention that has dominated since the 1970s.Originality/valueThe dynamics of peripheral, middle-income economies, often influenced by international liquidity flows, are a crucial area of study. This research underscores the importance of understanding these dynamics, as it forms the basis for economic policy recommendations. The paper also highlights the inadequacy of the growth strategy with foreign savings in the current configuration of the international financial system, emphasizing the need for middle-income economies to operate with greater economic policy autonomy to foster productive transformation.

Trzy dekady etyki biznesu w Polsce

The origins of Polish business ethics were closely linked to the democratisation of the Polish political system and the economic transformation of the 1990s. These were formative years for Polish business ethics. The moral aspects of this transformation inevitably became the topic of the day, but also, especially within academic reflection, ethical analyses of the very nature of the market economy and more general questions about morality of capitalism began to emerge. This article recounts three decades of Polish business ethics, covering the 1990s and the first two decades of the 21st century. This story is primarily about people who were actively involved in promoting the new discipline and about institutions they created. However at the end of this period they may have been surprised to witness the political turmoil associated with the rise of populist and anti-liberal tendencies in Polish politics. The question of whether ethical business can exist in a non-democratic environment therefore recurs. However, the answer seems simple: without liberal democracy and the rule of law, ethical business standards will remain an impossible ideal.

Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach

AimTo explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection. BackgroundOne approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed. DesignA qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities. MethodsThis study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically. ResultsTriangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value. ConclusionsThe study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.

Se la ricerca si fonde con l’esperienza sul campo: la formidabile eredità pedagogica di Enzo Catarsi

Based on the author’s view and the resulting interpretive perspective, this paper retraces some important moments in Enzo Catarsi’s biography, while placing them in the season of both turbulent and fruitful innovative vitality that marked Italian early childhood pedagogy at the turn of the century. The emergence of nursery schools and the recognition of their educational value, the integrated ECEC services, family education experiences, the passion for documenting and enhancing Tuscan educational experiences: all facts that represent a source of inspiration leading to uphold the value of a human and professional story, built on a combination of fieldwork and academic reflection that still offers testimony and example.

Moving Parts At the Intersections of Trafficking in Persons, Slavery, and the Slave Trade

In this paper the author examines the relationship between trafficking in persons, slavery and the slave trade, arguing for a context-specific case-bycase assessment, especially with respect to the investigation and prosecution of the underlying conduct. The legal concepts are closely related; in some jurisdictions they subsume the other, while in others they consist of parts of the other. While the specific ways in which these concepts are connected may be fluid and relate to multiple moving parts, this is not purely an academic reflection – there are real-life consequences for survivors and victims, as diverse remedies are available for each. It is in the interests of justice to consider how to improve overall access to justice and especially to effective remedies for victims of all three crimes (especially considering the persistent impunity gaps, lack of accountability for these crimes, and low conviction rates). The author reviews the relevant legal frameworks and then goes on to identify some moving parts – areas of overlap, divergence, and ambiguity, presenting a few visualizations of the relationship between the crimes before considering how these moving parts work in practice by examining investigative challenges which are also reflected in caselaw. While trafficking in persons is often equated with slavery in contemporary discourse, the author puts forward some aspects which could help differentiate the crimes and posits that there is value in recognizing the differences between them. The conclusion put forward by the author is that all three legal concepts must be seen as complementary and mutually reinforcing if the international community will become effective at closing the impunity gap for the heinous and exploitative conduct that characterises all three crimes.

Multiphase entrepreneurship: An academic reflection

Teaching, research, and service have traditionally been the common denominators of faculty professional responsibilities at academic institutions. In contrast, entrepreneurship has historically been considered separate from these responsibilities, often viewed as an aspirational goal above and beyond the standard expectations. This situation arises, in part, from the fact that most academic environments do not usually offer the conditions conducive for faculty to commercialize their ideas through entrepreneurship. Yet, integrating entrepreneurship with academic duties offers a unique opportunity to enhance the impact of one's work beyond the scholarly community, aligning well with the current public-facing and, the innovation-driven landscape of higher education. For faculty to succeed in academic entrepreneurship, balancing and harmonizing entrepreneurial goals with traditional responsibilities as members of the university is crucial. Furthermore, faculty need to understand the product market, the related tech-economic factors, the importance of industrial and academic partnerships, and the required financial and workforce support to achieve successful entrepreneurship outcomes. In this article, I illustrate that embracing entrepreneurship not only complements but also enriches traditional academic duties, offering a means to apply research in addressing real-world challenges. Speaking from personal experience, I recount how I set the goal early in my academic career to make entrepreneurship a significant part of my professional life, how this decision was informed by my research on multiphase reaction engineering, an area replete with examples of successful industrial processes, and how this guided my path forward in developing commercial processes of my own. I aim to elucidate the challenges of academic entrepreneurship through the lens of my entrepreneurial efforts. Through my journey spanning four decades, I highlight the rewards of academic entrepreneurship, including enhanced research applicability, increased funding opportunities, and the personal satisfaction of seeing one's work contribute to societal advancement. This journey, punctuated and highlighted with a multitude of opportunities, challenges, and experiences, has yielded several industrial processes, made possible by the support of strong, capable teams of creative and dedicated graduate students and post-doctoral research associates. I have also benefited considerably from the support of the Ohio State University (OSU) in matters such as patent filing, licensing, and startup spin-offs. The strength of the industrial partnerships I have played a part in forging has facilitated the potential realization of commercializing selected technologies—the ultimate goal of academic entrepreneurship. This article aims to demystify the challenges of academic entrepreneurship and inspire my academic colleagues to consider how they, too, can weave entrepreneurial endeavors into the tapestry of their professional careers. The journey of academic entrepreneurship is not only about achieving commercial success but also about synergistically enriching one's teaching and research goals with the dynamism of real-world problem-solving in ways that make a lasting impact on both academia and industry.

Zachęta do tłumaczenia na język polski dzieła polihistora Gabriela Rzączyńskiego pt. „Historia naturalis curiosa Regni Poloniæ, Magni Ducatus Lituaniæ, annexarumque provinciarum, in tractatus XX divisa” z 1721 roku

Gabriel Rzączyński’s Historia naturalis curiosa, composed of twenty treatises, published in 1721 in Sandomierz, has been a source of information about the Polish–Lithuanian Commonwealth (Res Publica Utriusque Nationis) for many years, and one of the most extensive attempts to characterize the natural environment of the country. It also contains information on historical events that involved the natural world and the state of knowledge and medical practice in Poland and Lithuania. Historia has also been the subject of many secondary studies and historiographical analyses, but has not yet been translated into its author’s native language. A concise description of its content and a discussion of its importance for academic reflection are intended as an encouragement to translate the opus into the languages of the nationalities that formed the state at that time.

¿Por qué Fracasa la Investigación Educativa? Una Lectura desde la Teoría Histórico-Cultural

ABSTRACT Educational research must not only produce knowledge and academic reflection, but also contribute to solving the problems it studies. However, the conditions in which the research teams work and the current educational scenario make it difficult to carry out effective research. This essay shares meta-reflections and learning based on the experience of six qualitative investigations from a cultural-historical perspective of the activity. Mistakes and mistakes made by the research team are identified and lessons learned are presented. It is hoped that the experiences and reflections presented in this work can be useful for future research work.

Widening university participation in learning using students’ contextualised storytelling in general chemistry

Many students find introductory general chemistry courses difficult because they feel alienated by traditional approaches to teaching and learning. This can become particularly problematic in laboratory sessions where students simply follow processes and procedures that students can view as being mundane and lacking creativity. Contextualised storytelling offers a novel pedagogical approach to help students connect and make sense of chemistry ideas in the context of their own life experiences. The current study implemented the CLEAR (chemistry learning via experiential academic reflection) approach to contextualised storytelling as a sequence of four assignments across a laboratory course for first-year students. The research explored students’ experiences writing contextualised stories to make sense of and learn chemistry. Using hermeneutics as a methodology, the data collected included participants’ written contextualised stories, semi-structured interview recordings, and field notes. While the CLEAR approach differs from other approaches to storytelling in chemistry education, the current study suggests that CLEAR can make positive contributions to student learning. The findings showed that, although many students initially resisted or felt confused by the new approach, CLEAR helped students see the connection and relevance of chemistry concepts to their lives. Students also recognized the importance of self-directed learning while writing their CLEAR stories, which suggests that CLEAR engaged students in learning that was active and organic. Furthermore, writing CLEAR stories supported students in talking to people about scientific concepts they learned in class, which suggests that writing the CLEAR stories: (a) helped students find the relevancy of the ideas to the degree that they felt they could share the ideas in their own words outside of class and (b) increased students’ interest in the course and what they were learning to the degree that they wanted to share it. Implementing CLEAR as multiple assignments across the course appears important and valuable because students refined their thinking and writing skills through iteration within and across CLEAR stories.

Revisiting the Cultural and Linguistic Causality of Technogenic Stereotypes

The object of the study is fragments of lay discourse about artificial intelligence and new technologies that express antipathy. The subject of the study is evaluative and emotional judgments about technologies and forms of their linguistic objectification, rooted in the discourse as a product of linguaculture. The authors consider the issue of pessimistic perception of technological progress in Western society. A productive way to study this issue is the stereotype as a cognitive-linguistic phenomenon. It was accepted that stereotypes play a special role in representing general features of national, social and other human character traits. The authors conclude that one of the main functions of the stereotype is its orienting function, which has influence on the components of the human being’s personality. The authors used such scientific methods as: introspection, comparison, analysis of dictionary definitions, descriptive-interpretative method, interpretation of discourse. This methods, in combination with text markup techniques, made it possible to identify fragments of discourse that were significant for analysis. The research was based on the English language texts from The Guardian and The New York Times news aggregators, on materials from MIT Technology Review and Neuroscience News magazines. The authors conclude that technogenic stereotypes in English discourse have a mythological basis in the form of religious motives and specific linguacultural images. This contrasts with the rational-critical view of information technology innovation. Intermediate findings include the conclusion about the role of media, social networks, which are the key actor of the discourse of hype about technological expansion. The novelty of the study lies in the fact that a new area of public discussion has been allocated, which is considered in the light of data on the orienting function of the stereotype, which requires academic reflection by specialists from different fields.

Yemaya – Królowa Mórz. Przyczynek do analizy sytuacji dziecka w kontakcie z obcością

The article presents an academic reflection on the experiencing and familiarising of strangeness. A theatrical performance for children, Yemaya - Queen of the Seas, is the base for a consideration of dealing with strangeness and the social changes generating such contact. The proposed analysis and interpretation of the play is based on selected philosophical views of Bernhard Waldenfels, Paul Tillich, Roman Ingarden and Zygmunt Bauman. Strangeness and change are topics rarely seen as appropriate for children. However, children experience these issues participating in them in different areas. Importantly - although these processes are taking place here and now, they are directed towards the future. It is today's children who will be living in a different world, in new situations and among people we consider strangers today. So how should we talk to children about familiarising strangeness and the changes that follow? Could art be an effective tool in this communication? From the interpretation of the content of the play, the conclusion about the primacy of ethical issues in dealing with strangeness emerges. It generate the need to draw the children's attention to this important aspect of social coexistence.

Interpelacje metahumanistyczne: jak uniknąć pułapek autodegradacji humanistyki?

The article, written in the form of an academic interpellation, addresses a series of tensions inherent in the attitudes adopted by humanists in defense against contradictions within the discipline, which often lead to the self-degradation of the humanities themselves. Such contradictions are usually resolved by resorting to one of the extreme attitudes that tear difficult cognitive complexities apart. Such practices are symptomatic of a variety of problems that need to be taken into account in university-level teaching and research; above all, however, their presence demonstrates that in the decades to come the discipline will need hightened receptiveness to such phenomena, based on authentic concern for the quality of the cultural rootedness of publications within the humanities – both within the historical and the present day canon of the discipline. The article also points to the pitfalls of the unilateralization of academic reflection and to the perils of reductionism – especially in the context of individual responsibility for the quality of contemporary reflection and for the formulas of reference to the tradition of the classics of thought. The author analyses a cross-section of phenomena testifying to the urgency of the problem of the self-degradation of the humanities in university practice, and thereby formulates the horizon of the postulated academic debate with the view to attaining a new quality of functioning of the humanities and social sciences as integrally related.

Against Sovereignty: The Colonial Limits of Modern Politics

The discipline of International Relations is premised upon the idea that a premodern world of empires and colonial domination was gradually replaced through the global spread of modern sovereign nation-states. Decades of decolonial scholarship and the growth of the literature on state formations have shown fundamental continuities in these ‘transitions to modernity’, which are often overlooked by the assumption that establishes the discipline. This paper questions the possibility of responding to contemporary global crises through a political framework rooted in colonial and absolutist legacies, indicating the necessity of thinking not only beyond, but against sovereignty. This is presented, first, through an engagement with the historical development of modern sovereignty and the role of the ‘nation’ in tying the legitimacy of political authority to a cultural or historical homogeneity. Second, by drawing upon the existing critiques of the nation within decolonial literature, outlining two different responses to its role in struggles for decolonial democratisation. While such a rejection of sovereignty is by no means a finished project, it is a necessary component of contemporary political action (and academic reflection) that aims to look for alternative ways of addressing the many crises of the present while abandoning the colonial legacies of our current political forms. Contre la souveraineté : les limites coloniales de la politique moderne

Mother-Tongue Theological Hermeneutics: In Search of Relevant Glocal Interpretation of Scripture

In the attempt to creatively bring the complex multi-religious (Judeo-Christian) scripture to bear on both the contemporary global and local Christian communities, a formulation of a relevant hermeneutical method becomes imperative. The reason is that in a globalised world, there is a tendency for a dominant culture to designate the interpretative approach that comes from a minor culture as only “contextually” relevant. The question that comes to mind is: Could there be an academic reflection in the interpretative process that is faithful to both the global and local contexts? This paper demonstrates the quest for such a relevant hermeneutical approach that could also be used to re-read biblical texts by introducing mother-tongue theological hermeneutics. This approach, understood and utilized, would therefore serve as a hermeneutical approach that bridges the gap between global and local perspectives on a biblical text. Keywords: Mother-tongue, theological hermeneutics, Glocal, Scripture

The philoSURFERS: Reflections on utilising pre-collegiate students as Philosophers in Residence to support the p4c Hawai‘i movement in our public schools

Since 1984, the philosophy for children (p4c) Hawai‘i movement, a partnership between the University of Hawai‘i at Mānoa (UHM) and Hawai‘i’s public schools, has experienced success in creating a more philosophical schooling experience. UHM’s Uehiro Academy for Philosophy and Ethics in Education supports this movement by offering a ‘Philosopher in Residence’ who aids teachers in bringing philosophical inquiry into practice (Lukey 2013). Philosophers in Residence continue to support p4c Hawai‘i at Kailua High School, Waimānalo Intermediate and Elementary School, and Waikīkī, Ka‘elepulu, and Sunset Beach Elementary Schools.
 As the movement grows, we continually ask, how can we support teachers in making p4c a ‘living and reliable educational option’ (Lipman 1988, p. vii) with limited resources? One solution is the philoSURFER Internship Project, where pre-college students intern with university Philosophers in Residence and assist kindergarten through to ninth grade teachers in ‘doing’ philosophy with students. Kailua High School started their first philoSURFERS cohort in the fall of 2015, and Sunset Beach Elementary School adapted the model and had their first cohort of philoSURFERS in the fall of 2021. Since 2015, 151 philoSURFERS have supported over 65 teachers and thousands of students at eight schools to engage in philosophical inquiry.
 The aim of this academic reflection is to share the lessons the five authors and project coordinators have learned over the last eight years of this school-university partnership for other organisations interested in utilising pre-collegiate students as catalysts for making philosophy an integral aspect of our schools.

Archiving the audible debris of empire: on a mission between Africa and Britain

ABSTRACT Derrida’s work on ‘archive fever’ has prompted a great deal of academic reflection about the archive and what a critical ‘archiving’ of the past can imply for our understanding of the present. And yet, if the object of historical study is musical sound, what can a ‘fevered’ approach to the archive tell us through the silence of its dusty materials? When adding in the further complexity of a colonial context, the archiving of what Stoler has termed the ‘imperial debris’ of empire brings up a further conundrum: that of what I call here the ‘audible debris’ of empire: i.e. the sonic traces of power and resistance through musical sound that are otherwise absent from traditional historical narratives. In this article, I examine nineteenth-century British attitudes about music at the South African mission station of Lovedale in order to interrogate what a ‘destabilised’ archival awareness can bring to postcolonial musical scholarship. I ask how the structures of colonial archiving that created the imperial historiography of Lovedale (the ‘archival imaginary’) have influenced and reinforced the ‘disciplining strains’ of Lovedale’s musical activities. In turn, I also consider how these ‘disciplining strains’ have created audible legacies that are themselves musical archives of imperial processes.

How Citizen Scientists See their Own Role and Expertise: An Explorative Study of the Perspectives of Beekeepers in a Citizen Science Project

The mission and definition of citizen science are vividly debated. One of the crucial aspects contested is who has the agency to define it; another is how precise a definition can and should be and how much these definitions are reflective of the heterogeneity of practices and perspectives subsumed under the label citizen science. In this paper we draw attention to how citizens themselves actively construct their own roles within a project in relation to both their histories and the project’s scientists. Drawing on a set of in-depth interviews with participating Austrian beekeepers in the INSIGNIA project, we show how even within a small, relatively homogenous sample of participants, there is considerable diversity in how the citizen scientists see their roles. We explore how citizen scientists articulate a different set of relations towards science, their own practice as beekeepers, and their desired role in the project. In conclusion, we discuss the implications of our findings for academic reflection on citizen science as well as practical implementation for citizen science projects.

Material extrusion of thermoplastic acrylic for intraoral devices: Technical feasibility and evaluation

With global demand for 3D printed medical devices on the rise, the search for safer, inexpensive, and sustainable methods is timely. Herein, we assessed the practicality of the material extrusion process for acrylic denture bases of which successful outcomes can be extended to implant surgical guides, orthodontic splints, impression trays, record bases and obturators for cleft palates or other maxillary defects. Representative materials comprising denture prototypes and test samples were designed and built with in-house polymethylmethacrylate filaments using varying print directions (PDs), layer heights (LHs) and reinforcements (RFs) with short glass fiber. The study undertook a comprehensive evaluation of the materials to determine their flexural, fracture, and thermal properties. Additional analyses for tensile and compressive properties, chemical composition, residual monomer, and surface roughness (Ra) were completed for parts with optimum parameters. Micrographic analysis of the acrylic composites revealed adequate fiber-matrix compatibility and predictably, their mechanical properties improved simultaneously with RFs and decreased LHs. Fiber reinforcement also improved the overall thermal conductivity of the materials. Ra, on the other hand, improved visibly with decreased RFs and LHs and the prototypes were effortlessly polished and characterized with veneering composites to mimic gingival tissues. In terms of chemical stability, the residual methyl methacrylate monomer contents are well below standards threshold for biological reactions. Notably, 5 vol% acrylic composites built with 0.05 mm LH in 0° on z-axis produced optimum properties that are superior to those of conventional acrylic, milled acrylic and 3D printed photopolymers. Finite element modeling successfully replicated the tensile properties of the prototypes. It may well be argued that the material extrusion process is cost-effective; however, the speed of manufacturing could be longer than that of established methods. Although the mean Ra is within an acceptable range, mandatory manual finishing and aesthetic pigmentation are required for long-term intraoral use. At a proof-of-concept level, it is evident that the material extrusion process can be applied to build inexpensive, safe, and robust thermoplastic acrylic devices. The broad outcomes of this novel study are equally worthy of academic reflection, and further translation to the clinic.

The rising tide of criticality in social entrepreneurship and social innovation

In this article, we trace a rising tide of criticality to highlight three waves in a sea of social entrepreneurship/social innovation (SE/SI) research. Our aim is to draw attention to counter, alternative and critical perspectives in the field and how ‘dangerous’ their co-option by right wing narratives is. We review what we believe to be three waves in the development of a critical research agenda undertaken by a cohort of academics who, in their loyalty to the field, have sought to unpick the underlying assumptions in the practice of, and academic reflection on, social innovation. We set out the early instrumentalist critique, in which the success and social utility of SE/SI is questioned. We secondly highlight a post-structuralist shift, in which hidden and unheard voices and perspectives are welcomed and celebrated. The third wave, for us, constitutes a dangerous threat to the SE/SI project, threatening to undermine and co-opt the first two waves, as has happened in other related fields of intellectual endeavour. We position this paper to not only engage with scholars who challenge the normative assumptions behind social innovation research, but also to draw attention to the entry of right-wing politics in post-modernist critical theory. It is not that everything in this third wave is bad, but that everything becomes unexpectedly dangerous, especially if we uncritically adopt reflexivity, naturalization and performativity as politically and morally neutral positions. Contra to Foucault, in adopting a critical realist stance, we begin to propose that ‘the social’, posed as an inherently ‘good’ thing, is an ontological reality that is knowable, albeit given that our knowledge of what is ‘good’ is nonetheless limited and partial. In the first Skoll World Forum (2004) some activists put up posters in the toilets of Said Business School warning delegates, ‘beware social entrepreneurship: a wolf in sheep’s clothes!’ (Nicholls & Young, 2008, p. 272). We conclude our paper warning that SE/SI is not the only wolf to be concerned about!