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This study examines models of traditional and alternative citizenship such as legal, flexible, global and cultural citizenship, as a foundation for understanding “liminal citizenship”. The study identifies international students based in the United States as liminal citizens and examines the role of theatre in encouraging their civic engagement. It creates a model for using applied theatre techniques to raise international students’ awareness of the possibilities of inclusion within their host communities and to empower them to become active community members.

Migration has a strong political significance and a crucial constitutive role for identity. The liminal status and exclusion of migrants delimits the inside/outside of political communities and allows for the constitution and coherence of identity. Migration is also a challenge: while it is often presented as a managerial issue related to states’ economic and labour considerations, it essentially challenges and undermines their national and cultural self-image. Migration management also reflects the values and qualities communities identify in themselves; thus immigration policies put communities and states to the test for the way such values are upheld. This contribution explores migration’s constitutive role for European identity and the challenges it presents it with. Explaining the securitisation of migration management in Europe and its racial and dehumanising characteristics, it argues that the two-tier human rights system created in the European space affecting migrants undermines European identity value claims and threatens to undo them. It claims that the time has come to acknowledge European identity’s historical constitution in colonialism, and to envisage it as a fluid, open-ended project accommodating in earnest racial and cultural diversity, pluralism and difference.

The aim of the text is to present a historical foundation of the changing conceptualization of citizenship and to outline the present trends in citizenship theory from a social and educational perspective. Based on a 132literature review from the 1990s and the first decade of the new millennium, an attempt is made to describe possible changes in school curricula in order to demonstrate the diversifying content and role of civic education. These considerations must be placed in a broader context of the transforming content of current public debates on citizenship and nationhood, including the increasingly ethnicity-oriented views of nationhood in many European and non-European countries, accompanied by the rise of anti-immigrant discourse.

American sex education is continually under fire due to conflicting morals surrounding hegemonic sociocultural norms. These programs, and ultimately the students, are often victims of information inequities which leverage adult control over minors to prevent access to sexual health information. Withholding salient sexual health information infringes on intertwined tenets of human rights, such as education and information access. Spurred by recent disputes and barriers to updating unethical curricula in the states of Arizona and Texas, this chapter uses a human rights lens to explore the current information inequities in K-12 sexual education and students’ precarious positions in policy spaces. This framework demonstrates how libraries are uniquely protected spaces for intellectual freedom and the roles librarians can and should play as sexual health information providers in order to help students overcome information inequities. This chapter will provide recommendations for librarians and other educators to inform and organize advocacy as well as leverage current library operations to support adolescents’ sexual health literacy.

Recent works by organisational anthropologists have identified bureaucracy as a major challenge for unskilled workers in the global economy. Daily encounters with bureaucratic processes only enhance general feelings of inadequacy, frustration and insecurity experienced by social groups who have to rely on precarious work. However, a focus on people’s homespun strategies and on the role of the non-profit sector in helping them to navigate bureaucracy is still incipient. The paper aims to discuss these issues.

The research, ethnographic in its approach, unveils some of these challenges by drawing on 29 interviews with migrant workers in a third sector organisation in Manchester, UK. It explores migrants’ work experiences and aspirations, and the strategies used to navigate the bureaucracy embedded in the organisation of their lives. Informed by the different roles the researcher performed at the centre and by the inter-disciplinary nature of the projects, the methodology includes interviews, participative observation, analysis of life story narratives and drawings, and participation in community workshops.

While acknowledging that bureaucracy can keep people in liminal spaces and enhance their sense of insecurity, this paper reveals how personal aspirations and the ability to make connections across different social networks provide the much needed drive that enables migrants to acquire language skills, a tool that helps them to learn the ropes of bureaucratic processes, become culturally savvy, and leave the stage of quasi-citizenship.

Responses highlight the significance of recent welfare reforms and reveal adaptive mechanisms to deal with resulting uncertainties, which include the use of a variety of social networks, learning hew digital and language skills, and seeking specialized knowledge found in organisations in the third sector. The study also questions the taken-for-granted rationality of bureaucracy, unveiling its messy and ambiguous logic.

The purpose of this study is to review the literature on liminal leadership, present a comprehensive perspective of it compared to other types of leadership, propose a conceptual framework of liminal leadership and provide a case on how liminal leadership addresses modern workplace issues in the ever-changing and competitive global environment.

This research is conceptual in nature. For this, the authors searched literature on organizational and leadership theories of liminality within organizational settings and analyzed various leadership perspectives to develop a construct of liminal leadership.

The comparative analysis revealed different and/or similar characteristics of liminal leadership with other types of leadership theories. On the basis of the comparative analysis, a synthesis of liminal leadership and a proposed conceptual framework to pursue future studies of liminal leadership are provided.

First, the notion of liminal leadership is emerging; few have been conducted to investigate the concept. Therefore, the authors’ approach to compose the theoretical background of liminal leadership is limited. Second, they drew a logical framework of leadership components a liminal leader might use from chosen leadership theories which had some kinship and likeness to liminal leadership. However, the comparative analysis of the relationship is limited because of the conceptually based nature of analysis. Third, the proposed model of liminal leadership is tentative and conceptual in nature. Empirical studies are needed to verify the psychometric structure and reliability of the model.

Despite its importance and a sense of urgency, almost no discussion on liminal leadership or liminality can be found in the field of HRD. The limited knowledge associated with liminal leadership places high value on the results of this study. This paper will provide a seminal base that may stimulate future human resource development (HRD) scholars. The purpose for this study is to contribute a conceptualization of liminal leadership as it applies to the field of HRD as leading and facilitating organizational changes.

This chapter examines how young people relate to and engage with their city. Framed by a sociological approach to childhood, we assert that young people are competent social actors, living a complex relationship with their urban environment, while facing paternalism. The study draws on participatory activities including focus group discussions, neighbourhood walks, city mapping and song and video creation with 54 youth aged 9–17 years from six areas of Montréal (Canada). Our findings point to young people’s mixed experiences and views of Montréal. On the one hand, the city is experienced as unwelcoming, excluding, homogenising and stressful. Among recreational facilities, mental health services and venues to hang out, there is little that meets youth’s specific needs and aspirations. They also pointed out the inequalities across neighbourhoods, pressures to fit into uniformising models, the limitations of gender roles and a lack of support from adults. On the other hand, youth are responding to and shaping their environment by seeking belonging in the city. They question the inequalities and homogenising forces, seek meaning in places and community and value relationships and diversity. We contend that moving towards child–youth friendly cities calls for better listening to youth to enhance the type of opportunities that reflect their needs and aspirations, while providing for inclusive cities that feature alternative forms of citizenship, accessibility to local places, diversity and community.

If the core purpose of transformative education is to challenge and reposition knowledge through a range of opportunities, then surfacing and attending to forms of student misconceptions (for example, through confusion, disequilibrium) are a necessary part of learning and teaching. We have come to understand that arriving at a clear view of a concept may involve a process of working through a range of misconceptions about a phenomenon or experience that may or may not create a threshold experience in a learner. We argue that the journey through conceptual change and thresholds requires a more nuanced emphasis on liminal spaces, where misconceptions and thresholds may reside. We offer a revised thresholds concept generic model that helps to identify student misconceptions as cycles within and through pre-liminal, liminal and post-liminal spaces. Two practice examples demonstrate the application of this model: (1) teaching and learning botanical literacy through a technology-rich, real-time mobile app and (2) embedding and measuring cultural competence as a graduate learning outcome in Australian universities. Each context offers a specific emphasis on highlighting the need to make all liminal learning spaces safer, as learners surface and engage with conceptual change. The conclusion suggests that conceptual change in student learning offers a form of threshold misconception.

While the Affordable Care Act (ACA) promised to reduce inequalities in insurance coverage between Latinos and non-Latinos by expanding coverage, it also excluded a large portion of noncitizen immigrants. Past research has demonstrated that among Latinos, further inequalities have developed between citizens and noncitizens after the ACA took effect, but it is unclear if this pattern is unique to Latinos or is evident among non-Latinos as well. I use data from the 2011 to 2016 waves of the National Health Interview Survey (NHIS) (n = 369,386) to test how the relationship between citizenship status (native citizen, naturalized citizen, or noncitizen) and insurance coverage changed after the ACA, adjusting for health, demographic, and socioeconomic factors. I disaggregate the analysis by ethnicity to test whether this change differs between Latinos and non-Latinos. The analysis finds that after the ACA, naturalized citizens across ethnic groups moved toward parity with native citizens in health insurance coverage while the benefits of the ACA for noncitizens were conditional on ethnicity. For non-Latinos, lacking citizenship became less disadvantageous for predicting insurance coverage while for Latinos, lacking citizenship became even more disadvantageous in predicting insurance coverage. This bifurcation among noncitizens by ethnicity implies that while the ACA has strengthened institutional boundaries between citizens and noncitizens, this distinction is primarily affecting Latinos. The conclusion offers considerations on how legal systems of stratification influence population health processes.

The purpose of this paper is to explore the authentic experiences and sense-making processes of LGBTQ+ participants of Amsterdam Pride as well as their bodily and spatial interactions that arise during the festival.

By taking a critical, poststructuralist stance on pride festivals and drawing on 40 in-depth interviews and participant observation, the data are subjected to an inductive, qualitative, thematic content analysis for key themes.

Amsterdam Pride provides distinct spaces for LGBTQ+ individuals to express their carnivalesque bodily practices freely. While Pride offers an existential authentic experience by creating spaces for LGBTQ+ individuals where they can be themselves, the participants exhibit their “authentic” identities freely only within limited time and space that are not separated from the heteronormative order. Pride is increasingly perceived by LGBTQ+ participants as an arena for demonstrating their “normality”. Thus, the paper “signposts” greater political tensions between the queer movement and growing normalisation/citizenship trends among LGBTQ+ individuals.

The paper contributes to a growing body of knowledge around issues of LGBTQ+ identities within the context of an oppressive heteronormative social order. It also reinforces the need for pride festivals for embracing queer, disruptive, sexually dissident expressions of identity as well as continuing transgressive and sexually dissident spaces. This study fills a significant void in the mainstream festival and event management literature and contributes to the theoretical development of festival and critical tourism research by identifying aspects of LGBTQ+ tourists’ authentic experiences at Amsterdam Pride.