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The academic discourse around celebrity and iconicity has resulted in the same human brand as labeled as an inauthentic and illegitimate celebrity and as a culturally important symbol of legitimate achievement. We address the research question of how are contradictions between celebrity and iconicity resolved in creating and managing a human brand.

Using structuration theory, we analyzed David Bowie’s 50 year career, from 1964 to 2013, totaling 562 documents. Applying Langley’s (1999) stages of data collection of grounding, organizing, and replicating, we develop a process of model of celebrity and iconicity.

We identify three stages of human brand symbolic associations: forming, fixing, and transitioning associations. These represent alternate trajectories that Bowie and Ziggy Stardust followed to become icons. In resolving his trajectories across these stages, Bowie adapts and adopts commercial materials, business practices, and new technologies to converge his symbolic associations into a coherent iconic human brand.

Limitations of this paper lie in focusing on one human brand in a particular industry. Future research is suggested in three areas: (1) the relationship between the proposed model and other human brand activities; (2) to explore how the process is manipulated by other market agents; and (3) whether a human brand’s association shifts can precede culture.

This perspective challenges existing conceptualizations of celebrity and iconicity by framing them as inter-related processes, where celebrity associations are fixed in time, while iconic associations transition across time periods to reflect changing cultural values and concerns.

The human development and capability approach (HDCA) and its associated participatory method is receiving growing attention as a useful conceptual development for comparative international education. HDCA challenges the economism so prevalent in world development thinking and, instead, looks at development as a process of enhancing persons’ incrementally achieved substantive freedoms from deprivations. The centrality of the person replaces the centrality of income growth.

The application of HDCA to the study of the role of education that promotes social justice change is illustrated by using an empowerment-capability framework to the long-term study of the benefits of village schooling for rural girls in western China.

Using HDCA to identify influences on social change, we derive a much more nuanced and valuable multi-dimensional view of human development, which enables us to draw broad implications for more effective policy. National policies should use a multi-dimensional informational base including equality, sustainability, and non-market dimensions of well-being as well as market production.

In this paper we will focus on the perceptions of the relations between civil society and the armed forces in Turkey. This is a bundle of complex relationships and it has many direct and indirect effects on the development of civil society in Turkey. The Constitution of 1961 that followed the 1960 military intervention brought a very suitable political environment for the development of organisational life in Turkey. Particularly unions, as semi-public organisations, developed and became the pioneers of civil society. However, this period was characterised by ideological polarisation that divided these so-called ‘democratic mass organisations’ into opposite political camps. The 1980 military coup stopped this process, constrained the rights of organisations and closed many democratic mass organisations. Due to the strict controlling mechanisms of the post-coup period, democratic mass organisations, mainly unions and chambers, such as the Turkish Union of Chambers of Engineers & Architects and Confederation of Revolutionary Labour Unions, lost their power. The labour union was closed and many of its leaders were imprisoned after the coup. On the other hand, during the post-1980 era, the central cleavage of left-right politics and ideologies was transformed into more diffused and fragmented cleavages.

Where international nonviolence organizations have increasingly become key players in both the development and evaluation of effective nonviolent movements, little scholarly attention has been given to their role in transnational mobilization. In this chapter, I present new data on a growing population of nonviolent protest INGOs, a transnational nonviolence network, working to globally spread tactical knowledge and resources. To examine determinants of how this population has grown as a whole, I employ negative binomial regression analysis to weigh the effect of nonviolent protest, social movements, and world society theories on nonviolent INGO expansion. I then examine how this network and its ties to different world regions have changed over the latter half of the twentieth century. I find it has been most significantly shaped by the expansion of global political and civil society networks, global human rights work, and a global discourse about nonviolence. The purpose here is to expand knowledge of the global institutional foundations of transnational protest resources, opportunities, and discourse among nonviolent movements.

This chapter discusses the extension of legal equality between male and female citizens in four states in North Africa – Tunisia, Egypt, Morocco and Algeria – through one specific lens: A married woman's legal capacity to initiate and obtain divorce without the husband's consent. Building on the works of Stein Rokkan and Reinhard Bendix on the expansion of citizenship to the ‘lower classes’, it is argued that amendments in divorce law by introducing in-court divorce for women, in addition to out-of-court divorce, is a significant institutional change that extends legal equality between men and women. The introduction of in-court divorce expands female citizenship by bolstering woman's juridical autonomy and capacity in state law. Changes in divorce laws are thus part of state centralization by means of standardizing rules that regulate family law through public administrative institutions rather than religious organizations. Two questions are addressed: First, how did amendments in divorce laws occur after independence? Second, in which ways did women's bolstered legal capacity in divorce have a spill over effect on reforms in other patriarchal state laws? Based on observations on sequences of change in four states in North Africa, it is argued that amendments that equalize between men and women in divorce should be seen as a key driver for reforms in other state laws, that reduce legal inequality between male and female citizens. In all four states, women's citizenship was extended in nationality law and criminal law after amendments in divorce law gave women unilateral legal power to exit a marital relationship.

The author provides us here with a rare and original testimony about the Democratic People’s Republic of Korea, from the trips he was able to make there and the many contacts he had there. He focuses the readers’ attention more particularly on his interpretation of Juche’s thinking, the principles of which contribute to find the development strategy of this country. The emphasis is primarily on the imperative of autonomy for the economy and the society.

This chapter highlights how effective school and public libraries not only provide resources and information about human rights but also actually ensure people’s human rights are being met through their resources and programming.

In this chapter, both human rights documents and library policies are studied to see how effective libraries help children and adults reach their full potential as human beings. Findings by other researchers in this area are also discussed. Concrete examples of human rights projects through school and public libraries in Winnipeg, Canada are identified. The benefits of collaboration are also explored.

Knowledgeable and passionate librarians in schools and public libraries are essential in providing quality education and information rights to children and adults. Through effective collaboration with teachers, other libraries and relevant organizations, children and adults have more opportunities to reach their full potential. Canada’s newest school library document called Leading Learning is explored.

This chapter provides a current snapshot of how school and public libraries are collaborating together and with various organizations in Winnipeg, Canada, to promote and ensure human rights for children and adults. Libraries are consciously blending the UN Declaration of Human Rights, the Conventions on the Rights of the Child along with national and international library policy documents to ensure effective access to quality education and information rights for everyone. Dynamic and evolving libraries are also supporting human rights by incorporating innovative concepts, programs and resources such as Universal Design for Learning, Learning Commons, Makerspaces and prison libraries.