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This chapter will strive to broaden the debate about school dropouts with a holistic analysis of two interviews applying the ‘Equalities Literacy Theory (EQL)’ as an analytical framework. We also use other theories and concepts such as Pierre Bourdieu's theory of fields and capitals, Etienne Wenger's concept of practice communities and McDermott's terms of contexts. In the chapter, we will meet Stine and Marlene, two young Danish women, both from close-knit families. ¹ Bullying and social exclusion became the topics for both interviews as each of the informants narrate how it impacted them back then and how it has influenced their lives. We will use these two narratives to emphasise the importance of seeing vulnerability, dropout and marginalisation as situated in a context-based perspective.

This chapter focuses on the educational potential of the arts for at-risk students in educational contexts. The aim is to understand how arts are experienced by students who are struggling for various reasons, and to highlight the arts' role in education. The idea is based on international studies from the last decades, where arts are promoted as sources to strengthen motivation, academic achievement and engagement among students who are at risk for school failure. Here, three boys who have struggled throughout their educational journey are examined due to their general interest in different art forms such as music and art (paintings, drawings, crafts, etc.). Through a qualitative, indirect interview technique, the boys have been approached with the aim of gathering life stories and understanding the contexts that surround them. The boys' stories convey that learning through music and art differs from other experiences at school and promotes positive emotions. Furthermore, the discussion focuses on the emotional and perceptual aspects of learning through arts, and suggests that curriculums emphasizing arts might strengthen at-risk students' chances for educational completion.

This paper explores and elaborates on emotions and capability in organizations through the phenomenon of care. Drawing upon multi-disciplinary theory, as well as empirical material from a case study in the hotel industry (involving four organizations), a theoretical framework is offered for understanding the multidimensional, dynamic, social relational nature and role of care in organizations. This is shown through the suggestion of a conceptual framework of four ideal types of practices in frontline work. In the practice of care, emotions are one of the vital parts in a larger whole. Regarding the role of care in organizations, it is suggested that what, and how, one cares for, are continually created, tested, negotiated and/or re-constructed. This paper suggests that the claims regarding care also provide implications for the study and understanding of emotions and capability in organizations.