Abstract
Purpose – This article discusses the Student Transitions and Experiences (STEP) project, in which visual and creative research methodologies were used to enhance student engagement. Design/methodology/approach – The article provides an overview of three main strands within the field of student engagement practice, and explores the STEP project as an instance of the ‘critical-transformative’ strand. Findings – Drawing on recent theorizations by Kemmis et al. (2011) the article explores the concept of practice architectures, ecologies of practice and practice niche in relation to the STEP project. The later part of the article focuses on a consideration of phronesis and praxis in specific instances from the project. Working with concepts from Barad (2007), the article develops a conceptualization of the STEP project as an intra-active, entangled situated and particularistic practice of phronesis-praxis. Originality/value – This article aims to contribute to the development of theoretical and empirical understandings of the field of student engagement. It does so by providing insights into a recent empirical study; by developing some new theorisations of student engagement; and by a detailed exploration of specific instances of student engagement practice.