This case study research analyzes the cross-artistic project Connect, BTS and its relationship to transmedia branding, meaning-making spatiality. After an overview of argument a section on methodology, reader will find analysis study. Thanks use qualitative approach, this examination unveils ways in which initiative becomes location that allows reconceptualization space fosters plurality, excha...

What does it mean to be a student in a period of mass higher education? A growing number of researchers in post-compulsory education and training have explored questions of identity as a significant dimension of the learning experience (Tedder and Biesta 2009; Merrill 2009). This paper provides a conceptual discussion of studenthood as a way of understanding the ways in which student identities...

This article is about how negative discourses of teacher education position educators and they might influence or inspire action. We use self-study methods to investigate the political dimension in two national contexts: Sweden USA. More specifically, we examine emotions stirred by positioning related being a educator those can be used take line resist boundaries that limit us within profession...

Many professional women educators make the transition from school settings to academe after significant graduate work in their field(s). This transition, which often occurs on a mid- late-career trajectory, places such individuals within liminal spaces many levels as they inevitably must navigate unfamiliar, alien, territory that frequently does not recognize or respect experiences with enter n...

Healthcare professionals are socialized into a tacit, professional identity of competences and skills - to save lives, repair trauma facilitate good trustful relational care. When severe adverse events happen, healthcare may struggle accept their own fallibility, the event pose threat selfdeclared 'superior' or 'infallible' identity. The consequences sudden shift between 'potentially infallible...

Abstract This article draws upon the authors’ previous work on opportunities and challenges learners face as they move into, through, out of transitional learning spaces. The authors argue that equipping students to locate themselves with/in tensions is imperative, especially in postdigital environments. Teaching ways enable acknowledge their ‘will learn’ understand liminal can prompt distress ...