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This chapter takes an unusual view of leadership development through the study of philosophies of phenomenology and the works of Martin Heidegger. By focussing on the three elements of space, place and time, Arthur explores their roles in providing a structure or scaffolding for innovative and interesting programmes of learning. Phenomenology allows us to see how leadership skills and behaviours are emergent and are part of a longer journey of development for both individuals and organisations where leadership exists in all parts of the company.

Of course, this treatment of the topics of space, place and time is partially conceptual, however, course designers and developers can now add these lenses and perspectives to their work and provide a better balance to programmes which might otherwise be too full of data, power-point slides and tutor-led discussions. By dovetailing theory with practice, the author seeks to forge a link between those diverse ideas articulated by Martin Heidegger and what really happens in real-life workshops and a wide range of training opportunities. The reader is taken through definitions, case histories, up-to-date theory (which includes the notion of un-leadership) and contemporaneous student feedback from an online programme completed in July 2021.

The chapter allows the reader to then contemplate their own journeys and to consider what they might do to undertake changes in their own approaches. These ideas are offered not as a prescription but as a stimulant to rigorous course design and consideration of the intangible aspects of our lives in leadership.

The purpose of this paper is to reconceptualize space as a field of struggles between multiple agents.

The author draws from field theory and uses visual methods to explain how graffiti shapes how neighborhoods are branded and aligned with creative city redevelopment plans.

By exploring space/place as field, the author moves beyond the structure/culture dichotomy to explain both place making and displacement.

The findings suggest gentrification is not an abstract force, but rather the outcome of struggles to define place and attract new, consuming populations to the neighborhood.

Sociologists share a long and rich tradition of associating opportunity with space that traces back to W.E.B. DuBois’ research on the seventh ward in The Philadelphia Negro (1899). More recently, sociologists have reified space and have attempted to distinguish place as an outcome of human experience. How space and place is reproduced remains unclear. This paper contributes toward the understanding of space, place-making and displacement.

Advanced Placement Human Geography continues to grow in popularity at the secondary level, but not without its supporters and critics. The purpose of this paper is to examine one critique, the lack of critical geography and then give two examples how teachers could incorporate it using inquiry.

Critical geography examines the praxis between space, place and identity, exposing power imbalances constructed within space and place. Critical geographers also consider how to transform space and place to be more equitable. This paper provides two examples of how critical geography can be infused into content covered in AP Human Geography using the C3 Framework and the Inquiry Design Model. By infusing critical geographic perspectives into AP Human Geography students practice asking questions about inequities in space and place with an opportunity to become agents of transformation.

There is a gap in AP Human Geography when it comes to incorporating critical geography. This paper looks to redress that by providing two examples on how critical geography could be used in an AP Human Geography curriculum.

This collection of two inquiries is given as ways that AP Human Geography instructors could incorporate critical geography into their classrooms.

According to the critic Tom Lubbock, ‘Cloth is the universal free element. It doesn't have to explain itself. It performs’ (Lubbock, 2002). Cloth drapes and folds, becoming a membrane separating what is outside from what is inside. In this chapter, I draw on the writings of de Certeau, Rendell, Tschumi, etc. to develop ideas concerning the ways in which the use and understanding of textiles may move our perceptions of the boundaries of space, and the location of place. I argue that cloth may contain the identity of place, and that lace and lace net-works provide a starting point for the exploration of fluid space as described by Isozaki, Ishigami, etc. ¹ I also discuss those structures/mise-en-scène which frame our awareness and interpretation of place and space. Examples of work drawn from art, cinema and architecture are used to illuminate those ideas which question the materiality and purpose of form and enclosure.