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This paper attempts to contribute to an expanding body of literature that critically engages with both the theory and practice of market segmentation. Through the theoretical lens of liminality and its implicit elements, the notion of boundary creation inherent in age‐based market segmentation of the youth market is explored.

Using empirical data collected as part of a longitudinal study on liminal consumers, marketing's attempt at laying down parameters and constructing borders is presented as a strategic exacerbation of liminal zones already replete with tension and ambiguity.

It is concluded that theoretical consideration of this data highlights the fluidity and porous nature of such constructed boundaries, rendering attempts at creating discernable, knowable segments, potentially futile. Thus by critically viewing this segment, not just as a marketing demographic, but as a liminal zone, an alternative consideration of the theory and practice of age segmentation is presented.

The longitudinal study spanned a period from midway through the participants' final months of primary education and early stages of secondary education. Research that focused on their completion of a year in secondary education would perhaps have yielded further insights.

This research offers tangible insights into the social worlds of a burgeoning market segment, albeit a liminal one, offering actionable realities based on the inextricable intertwining of their consumption practices and lived experiences.

Rather than view children as socio‐cultural non‐descripts who are of interest to marketers purely for their ability to be located along a continuum of cognitive development, this research aims to understand and explore the specific intricasies of the tweens' mediation of their liminal world using consumption practices

Consumption practices emerged that highlighted the attempted resolution and mediation of such tensions while also pointing to the clear mutability and ambiguity of supposed borders between child, tween and teen segmented groups. Age‐segmentation, conceptualised by marketers as a strategic creation of borders so as to enhance product offerings little reflects the realities of how age is perceived, experienced and acted out by those categorised within the margins and parameters of targeted marketing. By viewing this segment, not just as a marketing demographic but as a liminal zone where liminars “elude or slip through the network of classifications that normally locate states and positions in cultural space”, an alternative consideration of the theory and practice of age‐segmentation is presented.

The purpose of this paper is to present a part of a research study, undertaken over three years, in which the author observed the organization of an annual, community-based, arts and crafts festival in rural central Sweden. By examining the participation of a specific village community group in the organization of the festival, this paper sets out to explore links between the practices of organizing and the culture of a community group engaged in them.

The research study was conducted over three annual cycles of the festival, and its methods reflected the author's position as both a tourist visitor to the festival and a volunteer participant. This paper presents a “thick-description” of the work of a single community volunteer group in the annual organization their village's festival contribution, based on observational and informal interview data from the author's position as a member of that group, and some of the photographic data gathered.

The account presented in this paper offers an examination of the annual routines of a small village community group in organizing their contribution to the broader multi-site festival event observed in the research study. The introduction of anthropological concepts linked to ritual practices extends the understanding of organizing in this setting.

A contribution to the development of an understanding of organizing in recurring, group-organized event settings through a detailed consideration of a micro-level ethnographic study data.

This paper and video aim to present findings of an investigation into the consumption of weeklong music camps for adults.

Video‐ethnography is an emerging research technique in marketing academe. The technique derives from the ethnographic tradition in anthropology and incorporates a blend of participant observer and thick description interview techniques. The video evidence does not replace field notes. Rather the video evidence contributes strongly to an edited deliverable that complements and in some instances substitutes for a traditional manuscript.

Participants spend hundreds, sometimes thousands of dollars purchasing a week of music classes, concerts and jam sessions located in campus‐like venues, often rural and remote and without many of the comforts of home. Three strong themes emerged from the observations and interviews. Consumer immersion in a musical enclave for a week to develop their musicianship is the first theme. The second theme intertwines the third: a sense of the liminoid in which a personal transition or transformation occurs; and the emergence of communitas, in which community ties strengthen as a consequence of experiencing these transitions within a group.

The video ethnography is remarkable because music camp organizers forbid filming. Indeed, for the first time in the history of this music camp (of 16 years standing at the time of the research), filming occurred in the camp. After a while, the presence of the researcher videographer appeared to go unnoticed by participants, arguably becoming an integral part of the music camp experience.

Little research has been done about the consumption of music camps. This written and audio‐visual ethnography addresses this gap in knowledge.

Religious beliefs cloud people's understanding of the meaning of terror, and this factor alone complicates the management of terror in religious tourism settings. In this chapter, we discuss the interconnectedness between religion and terror in the context of religious tourism. We examine the nature of security that provides safety for the religious tourist without adulterating the spiritual experiences of worshippers. Religious faith is known to provide the social trust necessary for a society to function systematically, but touristification of places of worship is often the cause of distress in many communities. Historically, religions have inspired useful leadership practices, and we conclude the chapter with a discussion on crisis leadership ideas that are apt for religious tourism management.

Recent studies have introduced new productive theoretical orientations to the vignette studies. There is not, however, sufficient analytical discussion on how the vignettes can be used in qualitative interviews for different functions. The paper aims to discuss this issue.

Whatever theoretical framing the researcher decides to apply in qualitative interviews using vignettes, the paper proposes that it is always important to consider in what way the chosen vignettes refer to the object under examination, whether they represent it as clues (metonyms, symptoms, enigmatic traces), as microcosms (icons, metaphors, totems, ideal types, homologies) or as provokers (anomalies, taboos, controversies).

When vignettes are used as clues in interviews, they can be introduced as puzzling traces, tracks or indexes which together with the interview questions carry out the interviewees to metonymic reasoning. When vignettes are used in interviews as microcosms, the interview questions are built so that they encourage the interviewees to consider the vignettes as icons that mimic reality or realities, their actors, situations, acts, events and processes. And when vignettes are used as provokers, they are selected and produced so that they challenge the forms, boundaries, meanings and habits of the well-known and plausible realities of the interviewees.

The paper demonstrates with examples how vignettes function in the interviews as clues, microcosms or provokers and shows why it is important to pay attention to this.

The purpose of this paper is to put forward an argument for the importance of social and situational dynamics present when groups of organizational members view images. This both enriches psychoanalytic theories of the visual previously brought to bear on this topic and adds a valuable psychoanalytical perspective to visual organization studies.

The paper extends Burkard Sievers’ concept of the “social photo matrix” (SPM) through an interdisciplinary review of literature in psychoanalysis, audiencing, media studies and social theory.

A socially nuanced variant of the SPM is put forward as a way to explore organizational members’ experiences of work and employment, as part of a nascent “visual methodological approach” to studying organization(s).

The ideas within this conceptual paper would benefit from empirical investigation. This would be a fruitful and interesting possibility for future research.

The paper concludes with a discussion of the contemporary utility of the SPM as a psychoanalytically‐motivated method through which to understand visually‐mediated effects of organizational action, as collectively experienced by their members and stakeholders.

The paper makes a particular contribution to the poorly‐researched area of the collective reception of organizational images and opens up possibilities to work with the hidden anxieties and defences that arise in the course of organizational action.

The purpose of this paper is to describe a methodological experiment designed to test the potential of an auto/biographical (Stanley, 1992) life history. Could it serve a purpose for which it was not originally intended? Specifically, I consider the extent to which a life history articulates with the literature on migration, even though it was not written for this purpose.

I consider this issue via a series of four narrative vignettes representing the story of this experiment.

I found that the life history does more than articulate with the migration literature on conceptual distinction. It also animates, supplements and interrogates theories therein about the utility and futility of making distinctions. In this respect the experiment has been a success.

This paper has not explicitly engaged with the ethics and politics of employing life history in ways for which it was not intended.

This paper is making a methodological contribution to the area of qualitative research and suggests that multiple analyses might perhaps make life history more attractive to funders.

This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..

Building on Science through Technology Enhanced Play (STEP), we apply the Learning in Embodied Activity Framework to further explore how liminal blends can help us understand learning within MR environments. Twenty-two students from a mixed first- and second-grade classroom participated in a seven-part activity sequence in the STEP environment. The authors applied interaction analysis to analyze how student’s actions performed with the physical objects helped them to construct liminal blends that allowed key concepts to be made visible and shared for collective sensemaking.

The authors found that conceptually productive liminal blends occurred when students constructed connections between the resources in the MR environment and coordinated their embodiment with props to represent new understandings.

This study concludes with the implications for how the design of MR environment and teachers’ facilitation in MR environment supports students in constructing liminal blends and their understanding of complex science phenomena.

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.

The purpose of this paper is to advance spatial studies of change interventions by conceptualizing them as liminal spaces and examining how these spaces are conceived, perceived and lived during the intervention process.

The paper explores change interventions as liminal spaces in the empirical context of LEGO serious play workshops through participant observations and interviews.

The study shows that in change interventions an abstract, conceived liminal space is created, maintained and closed down to enable the planned change to take place. While practicing the space, the change participants may indeed perceive this space as liminal, but the space is less manageable because of their both prescribed and unprescribed interpretations. Furthermore, as subjectively experienced, the space may hold a spectrum of liminal, liminoid and everyday (business as usual) notions.

The study contributes to the research on (1) the spatiality of change interventions and (2) artificially created liminal spaces of organizing.

The paper reminds consultants and organizations embarking on change interventions to pay attention to the spatiality of such interventions. The study shows that it is not enough to plan how these spaces are to be used, but also it is equally important to consider how the participants use and experience them.

The study provides a novel insight into change interventions by examining them as liminal spaces that are simultaneously conceived, perceived and lived during the intervention process.