Abstract
This paper examines how management educators experienced a radical change in the milieu they were performing, and its impact on their ecological knowing. Drawing on empirical data derived from qualitative research with 13 management educators, we discuss the wider implications of understanding teaching as a form of knowing that incorporates the emplaced wisdom and embodied skills. We argue that in-person and online teaching are two significantly different place-events and reflect on the difficulty of transferring knowing from one to the other. We highlight that online pedagogies' well-intentioned goals of maximising educators’ skills and competence may remain unfulfilled unless we recognise teaching as an embodied and emplaced activity.