This article maps the various interests and orientations of social constructionism as a basis for: (1) situating work in the field, (2) understanding differences in its interests and scope, (3) making deliberate choices about our own approach to social constructionist research and (4) thinking about how these choices might play through our teaching. The article suggests that these orientations are based on various underlying assumptions about the nature of social reality, which influence how we conceptualize and study organizations and management. It offers an example of one such orientation—relationally responsive social constructionism—and explores its implications for knowledge and learning.
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