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With the advent of the maker movement, there has been a new push to explore how spaces of learning ought to be designed. The purpose of this paper is to integrate three approaches for thinking about the role of design of the learning environment: the makerspace movement, Reggio Emilia’s Third Teacher approach, and the positive technological development (PTD) framework.

This paper describes two case studies that involved the design of two different early childhood makerspaces (ECMSs) through a co-participatory design experience: the Kindergarten Creator Space at the International School of Billund in Denmark; and the ECMS at (removed for blind review), a resource library in Medford, MA.

Based on the foundational education framework of PTD, and ideas from the field of interior design, this paper describes the design principles of several successful makerspaces, and case examples of children who use them.

By grounding the theoretical discussion in three approaches, the authors aim to suggest design elements of physical spaces in schools and libraries that can promote young children’s learning through making. Recommendations are discussed for practitioners and researchers interested in ECMSs.

“Black Day to Freedom” project was the culmination of five years of performance ethnography research that continues today in various forms through BeyondLabels. The title “Black Day to Freedom” came from an asylum seeker participating in a “free verse” workshop where all participants expressed their views on globalisation, social movement of people and identity. “Black Day to Freedom” his title, provides an insight into his perceptions of life and this framed a need to conduct further research into providing a voice for refugees and asylum seekers through informal multicultural education and associated visual arts expression.

The research follows a performance ethonographic perspective into the informal multicultural education project specific to exploring expressions of identity of refugee by migrant artists.

The informal multicultural education initiative specific to exploring expressions of identity of refugee by migrant artists was highly personalised and immersive in style with both educators and learners being co‐producers. This immersive, challenging, absorbing project required a passion by all to the mode of communications (visual arts) and the subject focus of refugee identity. The key implication of the informal multicultural education initiative is the unique insights provided by the migrant voices.

A key implication of this research into informal multicultural education practice in the context of supporting expressions of refugee indentity by migrant artists is the need for further research into pedagogy equity in the context of personalised learning design for non‐traditional learners. One key question for future studies would be how we can improve our understanding of the “bridge” between informal and formal education and as a consequence engage the non‐engaged from cultural diverse backgrounds in our educational institutions.

Provides insights into multicultural education initiatives.

The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning.

The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi‐structured interview, “complete this sentence” and “scenarios” from 51 respondents: 22 managers and 29 employees in four private sector organisations. As respondents' theories emerged, these informed the next round of data collection, this process named “theoretical sampling”. Managers and employees were asked about perceptions of their own role and the other's roles in learning.

Reciprocity and participative learning involving managers and employees emerged. There was dynamism to the data and evidence of both Billett's notion of affordances and Stacey's patterns of local interactions. Employees encouraged learning through peer discussions, and motivation/personal initiative. Managers encouraged learning through have a go coaching, formal training opportunities and working with company structure and resources. The data support the idea of complex and integrated learning.

The data informed both managers and employees in such a way as to highlight the dynamic and complex interactions around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the data more than particular typologies of learning.

This paper captures insights, especially from employees, into the dialogue and dynamism of their learning opportunities, whilst supporting existing theories. The need for managers to “learn” employees' local interaction patterns emerged as a future research agenda, alongside the need to penetrate the social space of employee learning more deeply.

The purpose of this paper is to explore the effects of fashion weeks on brand constellations of participating fashion companies in social media.

The study analyses how brand constellations take form for seven Swedish fashion companies before, during and after Fashion Week Stockholm. In total, 3,449 user-generated contents referring to the sampled brands were collected and analysed.

On average, brand constellations of participating companies are increasingly incorporating other participating brands as a result of the fashion week. Based on the presented results, four brand constellation outcomes for participating fashion companies are identified: brand constellation amplification, concentration, division and dilution.

As this paper is focussed on the Swedish market, additional results from fashion weeks taking place in other cities would be beneficial to verify the four brand constellation outcomes.

The results question the resilience of professionally curated brand constellations due to the emergence of user-driven constellations that also shape the position of fashion brands. Therefore, this development can potentially have a considerable impact on often carefully orchestrated brand positioning strategies executed by fashion companies.

Digitally fuelled interdependences of brand constellations by professionals and consumers attest to the dilution of borders between consumers and producers.

This paper contributes to the field of fashion marketing and management by identifying four different brand constellation outcomes in social media for participating fashion companies as a result of fashion weeks and how to managerially handle these respective outcomes.

The purpose of this paper is to describe six recovery-oriented peer support experiences and strategies implemented in different regions of Brazil in the past 12 years, and explore challenges to their development and potential for empowerment and citizenship.

In this paper, a group of stakeholders in mental health services involving people with lived experience of severe mental illness describe their experiences with services of peer support. These were all conducted in Brazil and in partnership with the International Recovery and Citizenship Collective (IRCC) and The Yale Program for Recovery and Community Health. The authors met monthly to exchange experiences, studies and practices, and six experiences were selected, described, analyzed and compared. A discussion of these experiences, their challenges, impact and potential followed.

The explored experiences emphasize that peer support, lived experience leadership and advocacy are feasible in the Brazilian mental health system and can help advance the Brazilian Psychiatric Reform.

This paper is limited to the experience of researchers already engaged in peer support work in six cities in Brazil. Although they represent several different regions in Brazil, there are areas it has not reached. Further research should address and provide a broader view of peer support and recovery strategies spreading in the country.

These experiences demonstrate the feasibility and acceptability of the recovering citizenship approach to reduce stigma, promote empowerment, autonomy, activism and advocacy, and increase a sense of belonging for those in recovery and marginalized by society. The Brazilian psychiatric reform can benefit from including peer supporters as mental health treatment providers.

This paper provides a novel view of the state of the art of peer support initiatives in Brazil and can inspire individuals, government and communities as they see and understand the breadth, depth and meanings of these peer support experiences.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

The purpose of this paper is to report and discuss research that sought to explore how the individually purposeful nature of new employee workplace learning might be understood through its conception as epistemological agency, that is, the personally mediated construction of knowledge.

Using a sociocultural constructivist perspective on learning as necessary action‐in‐context, the ethnographic study investigates the working and learning actions of three new employees through the first months of their employment.

This paper proposes that the actions of its participants can be interpreted within a framework that accounts for the major influences on their learning as mediational means. It suggests that these mediations comprise an individualised workplace agenda that is purposefully managed by the new employee. Epistemological agency is defined and presented as a conception of learning that captures the new employees taking charge of the conduct and accomplishments of their actions at work, that is, their self‐management of learning.

The findings are significant because they indicate how the personal agency of the new employee learner can be accounted for within the process and product of workplace learning. In doing so they help illuminate the role of the individual within social conceptions of learning and agency.

The purpose of this paper is to enhance understanding of the experience of qualified nurses managing the process of learning through work when enrolled on a work-based learning module.

The study was based on constructivist grounded theory using semi-structured interviews with purposive and theoretical sampling of 13 health professionals across acute and community settings. Constant comparative method of data analysis used.

A core category revealed a social process of learning to learn through work as the nurse shifted from a relatively passive view of the self in the workplace to one that actively constructed an environment that facilitated the realisation of learning objectives. The outcome was the development of metacognition skills of learning to learn promoting intentional learning behaviour towards a lifelong learning attitude.

If knowledge generated from work-based learning is to nourish the organisation, there needs to be opportunities for knowledge exchange in the workplace, consistent mentor support, protective time and a positive attitude to learning in work from colleagues. The study did not include master's students.

While studies have highlighted the influence and impact of organisations on the quality and scope of learning through work, less is known about how health care professionals, in particular qualified nurses, learn to learn in the workplace. This study is of value to those investigating and supporting individuals learning through work-based learning. Threshold concepts and troublesome knowledge introduce a creative perspective to explore the meaning of learning through work.

Recently, children are no longer considered the passive users of their spaces; they are rather treated as active participants in those spaces design, with their own experiences. The present research aims to investigate the impact of selected architectural variables of kindergartens' design on the child's attachment to the place. It also examines the multi-complex approach in dealing with children in experiments.

Spatial analysis and photographing methods were used to analyse the educational spaces in two kindergartens in Greater Cairo, Egypt. In measuring children's place attachment, the research depended on a complex participatory approach, which comprised interviews with children, story completion, children's drawings and visual questionnaires.

The results of this qualitative study highlight that the design of a kindergarten classroom's details plays a significant role in strengthening the child's place attachment. The results also stress that connection and exposure to nature supports the child's spatial values.

The authors argue that this paper is considered a good basis for including children as the architectural design decision-makers for their buildings, by shedding light on the architect–user relationship and its impact on the design process. It demonstrates how architectural design of child-oriented spaces can promote a child's self-identity and perception.