Within and Against Racial Segregation

The pandemic brought migrant farm workers into the limelight once again, as has happened repeatedly in the last three decades, in Italy as in many other parts of the world. Here I examine how intersecting and sometimes conflicting discourses and interventions, that have this biopolitically conceived population as their object, decide upon these subjects’ worthiness of attention, care, and sympathy through criminalizing, victimizing, and humanitarian registers. I reflect on some of the affective dynamics that sustain both the governmental operations through which these populations were (sought to be) managed and reactions against them from a situated perspective, as an accomplice to many of the forms of struggle in which migrant farm workers have engaged in the last decade in Italy. The stage for many such occurrences is what I have elsewhere defined as the “encampment archipelago” that many such workers, and particularly those who migrate from across West Africa, inhabit—labor or asylum-seeker camps, but also slums or isolated, derelict buildings, and various hybrid, in-between spaces among which people circulate.

Mapping “drug places” from below. The lived cities of marginalized drug users

Purpose On top of their legal, economic, social and institutional marginalization, marginalized drug users (MDUs) also experience political marginalization: drug policies shape their lives without their political participation. From a scientific as well as a political perspective, the inclusion of their various viewpoints and situated knowledge is a major challenge, and one to which this paper aims to contribute in light of the experiences and imaginaries of MDUs urban spaces in several German cities. Design/methodology/approach Following a socio-geographical approach, this paper interrogates how MDUs appropriate and imagine the city, drawing on Lefebvre’s Production of Space and mixing critical cartographic with grounded theory, in the attempt to both understand and reconstruct the world from the situated perspective of MDUs based on their own words, drawings and emotions. Findings The narratives and drawings of participants show another cityscape, radically different from the hegemonic discourses and mappings antagonizing MDUs and making their existence a social problem. Space appears as a means of marginalization: there are barely any places that MDUs can legitimately appropriate-least of all so-called “public space.” By contrast, MDUs’ imaginaries of an ideal city would accommodate their existence and address further social justice issues. Originality/value The notion of “public places” appears unable to express MDU’s experiences. Instead of focusing on the problem of public spaces, policymakers should tackle the question of placemaking for MDUs beyond the level of solely drug-related places.

Disrupting Development? A Situated Perspective on Technology and Innovation in Global Development

This article analyses the growing ubiquity of radical technologies and disruptive methodologies in global development. Accelerated by the broad nature of the Sustainable Development Goals, disruption and its related notions of innovation and technology have gradually made it to the centre of attention in development, shaping public and private actors and interventions alike. The article employs a situated analysis of disruption in development to show that as the concept is moving into the field of global development, its meaning and practice is continually—and even contradictorily—reconstructed in constant negotiation with its possible effects. We argue that, beyond a simple buzzword, disruption is employed strategically by different by actors to pursue certain political goals, revealing current movements and lines of discord in the field of global development. While emerging actors use it to challenge the legitimacy of existing donors, more traditional or established actors employ it with a view to remaining relevant in the field, pushing back against the challenge from emerging ones. These interpretative struggles thus are not just isolated ones determining the legitimacy of individual actors but are important for the way they set markers for what development is today, who can legitimately contribute to it and the purposes for which development is pursued.

Participation in the Swedish national principal training programme: How does it intertwine with principals’ practice?

Blending principal education programmes and leadership practice has become a common feature in the education of school principals. However, the need for further research in how programme participants experience learning within an overall structure of a programme has been highlighted since the same programmes are experienced differently. This empirical study used a practice-based approach to explore how participation in the Swedish National Principal Training Programme intertwines with principals’ work in practice. A situated perspective was used, interviewing and observing principals in both their educational and their workplace practice. In addition, teachers were interviewed at their school. This study revealed processes of continuous learning, which connects practice to what was learned in the Principal Programme. These processes mend and bridge old practices with new practices and therefore facilitate change. The principal also becomes a broker, rendering legitimacy in practice. The analyses, however, also reveal processes of interrupted learning, which disconnects working in practice from the participation in the Principals’ Programme, leading to discontinuous processes and exits. Increasing consciousness of the value of working with bridging and brokering would support principals’ professional learning and function as a foundation for leadership development.

Facilitating the Scholarship of Discovery: Using the Mini-Ethnographic Case Study Design

Background: Case study is widely used in teaching and learning literature; however, the extant literature contains few examples of student-developed case studies. This study used the situated perspective of experiential education (EE) to highlight context and legitimate peripheral participation encouraging enculturation into research communities of practice. Purpose: The purpose of this study was to evaluate the implementation of a mini-ethnographic case study (MECS) during an international service-learning (ISL) experience to transform ISL and EE pedagogy through the inquiry-as-EL approach. The MECS design is a research method that uses an ethnographic approach bounded within case study methodology. Methodology/Approach: Working collaboratively, four students designed and implemented an MECS research project during an ISL. Using the crafted profile technique, data were analyzed to evaluate the impact of the MECS design on the students’ experience and research skill development while in country. Findings/Conclusions: The MECS approach helped students develop their own exploratory research framework and have real-world experiences with data collection, analysis, and dissemination as emerging researchers. Implications: This study describes how the MECS design can be used as a tool to enhance service-learning experiences for students, especially during graduate education.

Entrepreneurial Intentions: Moving the Field Forwards

The purpose of this article is to articulate reasoning as to why there is a pressing need for a contextually based temporal approach towards the study of entrepreneurial intentions. Having done so, a potential means by which this can be achieved is put forth through assuming a socially situated perspective that links intentions, the entrepreneurial process of new venture creation, and a model of action abstractness. A conceptual model is proposed taking into consideration the entrepreneurial intention domain ‘as is’, ‘as should be’ and ‘as could be’. Value of current practice is assessed and challenged in a bid to stimulate new thinking in the area. The dynamic model provided contributes to contemporary scholarship through aligning entrepreneurial intentions with the accepted conception of entrepreneurship as a temporally embedded process. It moves beyond the artificial closure of an inherently open phenomenon.

Gezähmte Schizophrenie

Our time as the age of fragmented cultural ontologies, acceleration, and ongoing socio-cultural transformations is the age of the quest of belonging par excellence. My paper deals with this quest out of a singular culturally situated perspective – the work of the Indologist and comparative philosopher Daryush Shayegan (1935–2018) – which despite its singularity hints at a general hypothesis: the recognition of a tamed cultural schizophrenia can be an inspiring model of belonging for our time.

Maintaining a Socially Just Classroom

This chapter presents an ethical decision-making for student engagement from a social justice perspective. It discusses what social justice means by presenting some principles gathered from existing related research literature supported by teacher voices that are gathered from written survey. Student engagement and the factors that influence it are discussed highlighting them from a socially and culturally situated perspective. Motivational and sociocultural factors such as funds of knowledge, race, social capital, and cultural capital are presented to demonstrate why mere access is not enough as an ethical and equitable way of engaging student to achieve positive outcomes. Access must be activated by providing students ample opportunities to experience a sense of belonging, teacher trust that they are competent learners, recognition of their identities and interests, and meaningful engagements.

Migrant Cosmopolitanism in Emirati and Saudi Cities: Practices and Belonging in Exclusionary Contexts

Mass migration to the Gulf cities has produced, over time, de facto cosmopolitan situations. Even though cosmopolitanism is somewhat present in national narratives and official propaganda, foreign residents face exclusionary contexts where policies and practices keep them excluded from the national community. This chapter unpacks the internal tensions characteristic of cosmopolitanism in the exclusionary contexts of the Gulf by comparing cities in the United Arab Emirates and Saudi Arabia. These tensions operate within migrants’ everyday practices and modes of consumption in urban spaces. We argue that these practices are best understood as a form of segregated cosmopolitanism through which the different migrant communities both acknowledge (and at times consume) urban diversity and maintain certain boundaries. Building upon the analysis of discourses and ethnographic fieldwork in Abu Dhabi, Riyadh and Jeddah, this research engages with theories of cosmopolitanism from a situated perspective. It moves away from the classical, normative approach to cosmopolitanism and highlights the fragility of everyday cosmopolitan situations.