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Traditional definitions of aging in place often define aging in place specifically as the ability to remain in one’s own home or community setting in later life. The purpose of this paper is to reframe aging in place and show how narrowly defined aging in place models can be potentially negative constructs that limit options for older adults. The authors propose a paradigm shift, or a re-framing of, the popularized idea of aging in place. The authors challenge mainstream and literature-based beliefs that are deeply rooted to the idea that aging in place ideally happens in the home in which a person has lived for many years.

The paper reviews common concepts and constructs associated with aging in place as well as gaps or exclusions, and US-based aging in place policy initiatives favoring the aging in place model.

An expanded definition of aging in place embraces heterogeneity in residence types and living options. A realistic assessment of person-environment fit, matching an older person’s capabilities to his or her environmental demands, allows for the development of additional aging in place options for those living across the continuum of care.

Aging in place should be moved from the personal “success” or “failure” of an older individual to include the role of society and societal views and policies in facilitating or hindering aging in place options. The authors demonstrate that these options, in facilities within the continuum of care, can be thought of as appealing for older persons of all levels of physical and cognitive functioning.

Research about aging in place tends to stress the value of one place (one’s home) over other living settings. This limits the ability of people to age in place and curtails discussion of all the items necessary to maintain place.

Many employees experience a “locked at the job” situation and are not satisfied with their current job and at the same time, perceive limited job opportunities. This study examines the process that individuals who experience locked at the job go through and the coping mechanisms individuals use.

A total of Thirty in-depth interviews were conducted. Of the participants, 12 were locked at the job at the time of the interview and 18 participants experienced locked at the job in the past.

The authors identified three phases. Regarding the first phase “becoming locked at the job,” various individual and work environmental causes could be identified. In the second phase “being locked at the job,” the authors identified three levels: low-, medium- and high-locked individuals. Emotion-regulated coping strategies were mainly reappraisal, positive distraction and behavioral avoidance. The third phase “ending locked at the job” revealed that a locked at the job situation often comes to an end either by taking control independently or by external force. Especially, the role of the direct supervisor was decisive during the entire locked at the job process.

In the practical implications, the authors suggest to discuss locked at the job throughout the entire workplace and create an open culture acknowledging that individuals may find themselves in such a situation.

To date, no qualitative study has been conducted before from this perspective. Therefore, it is extremely important to look at this relatively unknown phenomenon from this perspective.

Walking is considered as a particular relationship for rhythmic moving in cityscapes and as method for understanding. The purpose of this paper is to explore the significance of an embodied way of sensing and making sense, of knowing and learning that is relevant for tourism education and studies and other forms of experiential learning.

The paper uses a conceptual, discursive and research-based approach based on a phenomenological understanding of embodied learning. Empirical “data” from two educational tours (Edutour) in Lisbon and Shanghai are presented, contextualized and interpreted.

Walking through cityscape related to projects is an “effective” embodied practice of learning in which senses “make sense.” The empirical material and experiences that emerged during Edutour demonstrated the significance of walking as form of embodied knowing, learning and interrelating to place and paces of a tourist city.

The idea of walking as method within tourist cities is hardly explored. Hence, this constitutes a unique, innovative and interpretative event in which new approaches, such as “fielding” and “reflactions” “in the feeld”, defy more traditional concepts. It emphasizes the role of the city as a medium and remains a valuable contribution for tourism and education research.

The paper asks a basic question: Is there any room for more growth on the globalising world that takes into account the budget constraints of ecosystems and the planet's scarce resources? Economists tend to be very complacent about sustainability issues on the planet because they have been a problem throughout human history. Yet technological change has always solved these problems. There is an element of truth to that, but there is probably a greater element of falsehood to it now. The element of truth is that, with sufficient science, we are able to make lots of progress in many areas; but the element of falsehood is that solving the problems of sustainability will become increasingly difficult.

This paper aims to explore the social impact of the COVID-19 pandemic, focusing on issues facing older people living in urban areas characterised by multiple deprivation.

The paper first reviews the role of place and neighbourhood in later life; second, it examines the relationship between neighbourhood deprivation and the impact of COVID-19; and, third, it outlines the basis for an “age-friendly” recovery strategy.

The paper argues that COVID-19 is having a disproportionate impact on low-income communities, which have already been affected by cuts to public services, the loss of social infrastructure and pressures on the voluntary sector. It highlights the need for community-based interventions to be developed as an essential part of future policies designed to tackle the effects of COVID-19.

The paper contributes to debates about developing COVID-19 recovery strategies in the context of growing inequalities affecting urban neighbourhoods.

This conceptual paper aims to describe aging all over the place (AAOP), a federative framework for action, research and policy that considers older adults’ diverse experiences of place and life trajectories, along with person-centered care.

The framework was developed through group discussions, followed by an appraisal of aging models and validation during workshops with experts, including older adults.

Every residential setting and location where older adults go should be considered a “place,” flexible and adaptable enough so that aging in place becomes aging all over the place. Health-care professionals, policymakers and researchers are encouraged to collaborate around four axes: biopsychosocial health and empowerment; welcoming, caring, mobilized and supportive community; spatiotemporal life and care trajectories; and out-of-home care and services. When consulted, a Seniors Committee showed appreciation for flexible person-centered care, recognition of life transitions and care trajectories and meaningfulness of the name.

Population aging and the pandemic call for intersectoral actions and for stakeholders beyond health care to act as community leaders. AAOP provides opportunities to connect environmental determinants of health and person-centered care.

Building on the introduction of an ecological experience of aging, AAOP broadens the concept of care as well as the political and research agenda by greater integration of community and clinical actions. AAOP also endeavors to avoid patronizing older adults and to engage society in strengthening circles of benevolence surrounding older adults, regardless of their residential setting. AAOP’s applicability is evidenced by existing projects that share its approach.

The purpose of this paper is to present a brief exposure to the development of the threshold concepts framework (TCF), the intention being to illuminate for interested readers a broader landscape of research activity than that perhaps conveyed by the individual contributions to this special edition.

There is first an account of how the notion of a “threshold concept” was presented by Meyer and Land in their seminal 2003 paper, and a clarification of some terminology used by them at that time to describe the (confusing for some) “characteristics” of such a concept. A discursive account, with examples, follows on how analyses for, and of, threshold concepts might proceed, and how findings might provoke a reappraisal of associated learning and teaching practices. Towards this end a contemporary pedagogical perspective is introduced based on the construct of integrated threshold concept knowledge (ITCK) as proposed by Meyer and Timmermans (2016). Reference to a detailed case study illustrates the practical dynamics of generating ITCK; specifically in the context of a third-year engineering course embedding the threshold of “critical flow”. Activities and processes, transferable to other discipline contexts, are described that yield particular elements of ITCK (different constituent “types of knowledge”) in relation, in this case, to “critical flow”. A final consideration is the “representation” of “critical flow” for pedagogical purposes in the form of a metacognitive activity for learning and formative assessment purposes that is, again, adaptable to other discipline contexts.

There are no specific findings in this paper as its purpose is to provide a condensed review of the development of the TCF.

This value of this paper is that it provides a contemporary expert exposure to the development of the TCF by the originator of the notion of a threshold concept.

In this chapter, I explore my autobiographical beginnings as a means of better understanding what brought me to the research I explore throughout this text. As Clandinin and Connelly as well as Clandinin and Caine suggested, examining our own stories along with the stories of our research participants is essential to understand the identity-making process. Autobiographical beginnings within narrative inquiry bring to the surface those factors influencing the researcher’s perspectives, thus locating the researcher within the inquiry as well as within a larger life context. The experience of metaphorically travelling back into the muskeg where I grew up in Northern Saskatchewan and then writing about it shaped the structure of my reflections on this inquiry into identity-making and curriculum making on the edges of community. In this chapter, I refer to the edges of community as a metaphorical space or spaces occupied by people positioned or constructed as marginalized from a dominant norm positioned or constructed as central to a community. I suggest a reframing of our understanding of spaces conventionally referred to as marginalized as well as contend that the notion of marginalization, itself, is a metaphor. In my inquiries into identity-making and curriculum making, I attend to the ways in which people’s positioning within communities is complex and shifting. As this chapter illustrates, our individual identities are multivalent and inextricably intertwined with who we are, who we were, and who we wish to become, whether we are researchers, teachers, or pre-service teachers.