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Even though the idea of citizen participation in tourism planning and policy-making is anything but new (Keogh, 1990; Murphy, 1985) its implementation becomes increasingly important as citizens play a key role for a socially sustainable tourism development (Bramwell & Lane, 2011; Moscardo, 2011; Papachristou & Rosas-Casals, 2019; Spil et al., 2017). Nonetheless, despite the consensus on the importance and urgency, the plethora of collaborative concepts has hardly been translated into reality. In this chapter, it will be questioned why citizen involvement in tourism policy is such a wicked problem. Further, the issue will be framed with the 10 characteristics of wicked problems by Rittel and Webber (1973) as well as Head’s (2022) governmental responses to wicked problems. Based on empirical data of two urban case studies, namely Munich (Germany) and Copenhagen (Denmark), citizens’ perspectives on their role in tourism have been disclosed to expand the past debate. Contrasting empirical findings and the outlined theoretical frame, various solution approaches could be identified from the so far neglected perspective of those at the heart of the wicked problem – the destination citizens.

In this chapter, practice-theoretical perspectives on the production of gender and childhood are extended by the theory of new materialism. A practice-theoretical view of masculinity(ies) radicalises the concept of doing gender and thereby makes it possible to show that gender is always co-produced as part of other complexes of praxes. Thus, the connection between masculinity(ies) and youth cultural praxes can be discussed. The chapter first elaborates theoretically the connections between masculinity and childhood research. We will explore how these theoretical and methodological thoughts might be used in empirical research on masculinity(ies) and boyhood by referring to our own study on children and young people riding stunt scooters in a medium-sized city in north-west Germany.

In this chapter, we examine the negative impact of excessive teacher entitlement on school life. We argue that teacher entitlement goes beyond individual traits, intricately linked to sociocultural processes and power dynamics within and outside educational institutions. The focus is on theoretical foundations to understand pedagogical practices in science education, highlighting two key components contributing to excessive teacher entitlement. First, we discuss the relationship between teachers and scientific knowledge, emphasising that a narrow view of science may create a strong hierarchical dynamic in classrooms, with teachers positioned as knowledgeable authorities and neglecting students' needs. Second, the organisation of interaction between teachers and students is explored, emphasising how teachers perceive and wield authority. We recognise the limitations of common critiques of authority in science education, as they may lead to excessive indulgence or indifference. We propose a teaching framework based on cultural-historical activity theory to address or prevent excessive teacher entitlement in science classrooms. While acknowledging the phenomenon's complexity, the framework is presented as a pedagogical reorientation addressing identified underpinnings. The study concludes by suggesting that the proposed framework, grounded in science education experiences, could serve as a foundation for understanding and addressing excessive teacher entitlement across various academic fields. We suggest that the authoritative teacher style aims to balance extremes, providing an alternative to authoritarianism while avoiding carelessness. Additionally, the scientific-cultural inquiry promotes a pluralist approach to knowledge, challenging the notion of absolute truth in science education.

There is need for definitional clarity when using psychological concepts in tourism research. The same term used in ‘folk psychology’, or behavioural or cognitive psychology can have quite different definitions and associated paradigmatic assumptions. This chapter argues that an understanding of mainstream cognitive psychology is needed when using concepts that are within its explanatory scope. Emotion is one such concept that has been extensively studied in cognitive psychology. The chapter discusses emotion and related terms such as feelings, novelty, unexpectedness and surprise to provide conceptual clarity. This will benefit researchers studying psychology of tourism emotions, tourism behaviour and decision-making.

This chapter explores the interaction between celebrity culture and contemporary masculinities, introducing the public appearances of actors Timothée Chalamet, Paul Mescal, and Barry Keoghan that are under examination in the following chapters. The chapter sets the context of hegemony, heterosexuality, and masculinity, which will be the basis of the examination that is offered in the following chapters of these books where a showcase of their sartorial choices is presented to analyse whether they challenge traditional norms of gender and masculinity. The present chapter begins by setting a theoretical framework that draws on key theorists like Butler, Foucault, and Gramsci, emphasising the role of hegemony in reinforcing heteronormative standards. The analysis then moves to celebrities with attention to how they through their sartorial choices, particularly at high-visibility events like award shows, engage with and potentially subvert expected masculine norms. Despite being heterosexual men conforming to cisheteronormative societal norms in their personal lives, their public fashion choices serve as a form of cultural commentary that challenges rigid boundaries around male attire and behaviours. Furthermore, the chapter reviews relevant literature on the social construction of gender, the concept of hegemonic masculinity, and the performative nature of gender, drawing on established studies to frame the actors’ public presentations within broader societal and cultural dynamics. This chapter aims to provide a comprehensive overview of how gender norms are maintained and challenged within the sphere of celebrity culture.

The Prevent policy was singular and ‘simple’: to prevent individuals from getting drawn into terrorism, to identify and stop this process before it begins. In the context of the global war on terror and the shadow of terrorist attacks in the United States and England, this was an increasingly growing issue within the media and the broader public discourse. A central institution charged with enacting Prevent in the United Kingdom were education institutions (schools, colleges and universities), the rationale being that these places of learning house individuals during impressionable and vulnerable times and the Prevent policy can protect these individuals.

This chapter will provide an alternative critical discussion on Prevent by framing it as the securitisation of the UK education sector. As such, Prevent is a form of surveillance and a mechanism of power over educators and learners which carry counterproductive consequences for both. In doing so, this chapter will question how education professionals balance their professional identity and their new role in supporting and enacting the Prevent duty. Through developing a new multi-level ‘Critical Realist World Systems Model’, this chapter will provide a conceptual discussion of Prevent policy more broadly and how education professionals navigate the friction between their professional values and legal obligations. This chapter draws on a range of theoretical traditions to begin to question a well-established security policy within English and Welsh educational institutions providing a conceptual starting point to examine similar and future policies.

While the entrepreneurship literature historically supported the idea that the center and finality of the research is the entrepreneur or the entrepreneurial firm, current developments highlight the importance of the context in which the entrepreneur or the entrepreneurial firm operates. This modern view challenges how the entrepreneurship field has been evolved and illustrates the transformation of the research that calls for an accurate overview of where the entrepreneurship field is going. This chapter aims at providing the historical evolution of the field of entrepreneurship by highlighting the state of the art, the main theories, the research gaps, the trends, the current research discussion, and where the field of entrepreneurship is going. Thanks to this historical view, scholars could learn of the origins of the field, how the research discussion has been evolved and how some popular trends appear or disappear and therefore find some research directions and a future research agenda for the future of entrepreneurship.