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The perception that a particular place is unsafe to live can significantly affect the quality of life of individuals who live there. In Brazil, crime rates in urban centres increase every year, which leads to a constant sense of fear shared by the population. Safety perception may affect the way people move in their neighbourhood and interact with the public environment. In the present study, we addressed the question of safety perception of residents of three areas of the Federal District, the capital of Brazil, and how this perception impacts walking behaviour. Seventeen residents participated in go-along ethnographic interviews, being accompanied in their daily journeys. Each interview recorded the interaction of the participants with the surroundings during their journey. The observations were submitted to content analysis to verify how perception of safety, insecurity and fear of crime affect the decision to walk. The results indicate that the decision to walk interacted with a more positive view of the neighbourhood, that is, perception of safety enhances walking. On the other hand, perception of insecurity and fear of crime discourage the occurrence of this behaviour. The more people fear crime and perceive a place as unsafe, the less they walk and the more they avoid walking in certain places. We conclude with a short note about the use of participatory mobile methods for the study of complex social phenomena such as perceptions and fear of crime.

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

The term Canterbury Sound emerged in the late 1960s and early 1970s to refer to a signature style within psychedelic and progressive rock developed by bands such as Caravan and Soft Machine as well as key artists including Robert Wyatt and Kevin Ayers. This chapter explores Canterbury as a metaphor and reality, a symbolic space of music inspiration which has produced its distinctive ‘sound’.

Drawing on ethnographic fieldwork, particularly observations and interviews with music artists and cultural intermediates (Bourdieu, 1993), we suggest that the notion of the Canterbury Sound – with its affinity for experimentation, distinctive chord progressions and jazz allusions in a rock music format – is perceived as a continuing artistic and aesthetic influence. We interpret the genealogy of the Canterbury Sound alternativity through discussions focused on the position of the ‘Sound’ within contemporary heritage discourses, the metaphorical and geographical implications of place in relation to popular music, and cultural longevity of the phenomenon.