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We start from the assertion that the concept of “global citizenship” is neither simple nor stable. Rather, it is a contentious idea that is often uncritically based upon assumptions of the “global” and “citizenship” as positives. In geography, however, the “global” and how it relates to the idea of the “local” is a complex and debated concept. Drawing upon critical geographic theories of scale, we suggest that the concept of global citizenship should be thoroughly interrogated to understand its problems and paradoxes as well as its possibilities. In this chapter, we offer one such interrogation grounded in the experiences of designing and implementing the Parks and People experience. We identify tensions within the program such as how to sell the program, how to navigate between individual and group experiences, and how to simultaneously support one-time encounters and ongoing relationships. In exploring these tensions, we demonstrate how the everyday practices of “global citizenship” are enmeshed in uneven geographies of privilege. We suggest that our goal should not be to separate ourselves from such inequality, but, rather, to face the complexities of the relationships we are trying to foster in the name of promoting social justice.

Through the prism of intimacy, this chapter discusses how experiences of pain and loss in relation to bereavement by suicide is expressed in the black metal music and lyrics by Danish band Orm. Orm's 2019-album Ir ‘verdigris’, entangles the emotional complex and personal relations to the local, natural surroundings of the island Bornholm, including a named tree and lake, as well as local folklore and Norse mythology. As part of fieldwork, the author muddles with intimacy to define an approach sensitive enough to deal with strong and unspeakable emotions, including the idea of cultural intimacy and public embarrassment related to the issue of suicide. The author also reflects on how my participation in the pain of others informs the interpretation. The chapter suggests that Orm's black metal is doing important pain work, opening to listeners a path towards disembarrassment.

As a response to the COVID-19 pandemic, both educators and students adapted to course delivery modes no longer centered on in-person interactions. Resiliency and self-regulation are key to success in online contexts, but the rapid transition to remote learning left many students without the necessary support to develop these skills. Much of the existing literature on self-regulation and resiliency focuses on cognitive processes and strategies such as goal orientation, time management, and mindset. However, the added stress and trauma of learning in the context of a global pandemic highlighted the many other factors relevant to students’ development of these skills. Drawing from the literature, the authors explore evidence-informed teaching practices to foster self-regulation and resiliency, highlight the power and privilege of being able to be resilient, advocate for the development of pedagogies of kindness, and emphasize the “how” of implementing techniques to best support students. The authors provide evidence-informed suggestions with the goal of assisting instructors and students during times of high stress, while acknowledging their limitations in addressing structural inequalities highlighted by the COVID-19 pandemic. Nonetheless, the authors argue that evidence-informed techniques and compassionate pedagogies adopted during a period of upheaval remain applicable to future in-person and online pedagogies.

What started as an apparently benign virus in a remote district of China suddenly had the entire world under its grip, with thousands dying every day in all parts of the world. World Health Organization declared it a pandemic and requested every country and every institution to minimize human contact and maintain spatial distance. The pandemic was there to stay and while the world tried to find its antidote months and years passed before a solution was found, or nearly so. Educational institution was affected with the entire economy of every country. Future of our next generation and the continuity of education were at stake. The only possible solution was to teach and learn from the safe corner of one’s home. It meant a transition of the entire education system to an online mode, which was unprecedented. Institutions grappled with technology, trying to find the right approach of imparting education, with added expenses and training the academicians to find a level of comfort teaching online. This book explores the theory that evolved around online teaching and cites evidence that has been gathered toward self-regulation and resiliency, highlighting the power and privilege and the best practices for implementing techniques to support students. COVID-–19 meant a paradigm shift toward teaching–learning methods and soon became the “new norm” in designing curricula so that students can continue with their journey toward acquiring high-standard quality education without any disruption in the future.

Researchers who work in partnership with older adults in participatory studies often experience various advantages, but also complex ethical questions or even encounter obstacles during the research process. This paper aims to provide insights into the value of an intersectional lens in participatory research to understand how power plays out within a mixed research team of academic and community co-researchers.

Four academic researchers reflected in a case-study approach in a dialogical way on two critical case examples with the most learning potential by written dialogical and via face-to-face meetings in duos or trios. This study used an intersectionality-informed analysis.

This study shows that the intersectional lens helped the authors to understand the interactions of key players in the study and their different social locations. Intersections of age, gender, ethnicity/class and professional status stood out as categories in conflict. In hindsight, forms of privilege and oppression became more apparent. The authors also understood that they reproduced traditional power dynamics within the group of co-researchers and between academic and community co-researchers that did not match their mission for horizontal relations. This study showed that academics, although they wanted to work toward social inclusion and equality, were bystanders and people who reproduced power relations at several crucial moments. This was disempowering for certain older individuals and social groups and marginalized their voices and interests.

Till now, not many scholars wrote in-depth about race- and age-related tensions in partnerships in participatory action research or related approaches, especially not about tensions in research with older people.