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This paper aims to problematise the relation between “legality” and the state, through a case study analysis of law at work within the built environment. In doing so, the paper argues that studies on law and geography should consider the broader processes of state “law making” to understand the production of illegal space.

The liminal boundary of illegal/legal and its relation with the state is developed through a case study on the legalisation process of a “squatter” settlement located on the outskirts of Bishkek, the capital of Kyrgyzstan. The paper draws on primary qualitative research (semi-structured interviews) and legal analysis undertaken in Kyrgyzstan at various times over seven months between 2011 and 2013.

Examining law as static and pre-existing is problematic in developing an understanding of the production of illegal and legal spaces within the built environment. An emphasis on law-making and the process of legalisation draws attention to the different groups, practices and policies involved and reframes the relation between the state and legality.

Using a case study anchoring the analysis within law’s constitutive and contested presence within the built environment, the paper addresses a theoretical and empirical panacea in legal geography by unpacking the “legal” with reference to its plurality internally within the state. Moreover, studies on law and geography have tended to focus on European or North American contexts, whereas this paper draws on data from Central Asia.

The purpose of this article is to present an outward design for online support of a Web‐based, summer program that has been implemented at a medium‐sized, liberal arts university where student‐involved learning is at the heart of the mission, and technology is an important part of the vision of the institution. Because a sense of personal agency or self‐efficacy may be the most important determinant of motivation, the needs of both the teacher and learner need to be considered and integrated into the design and implementation of online support for teaching and learning.

This chapter investigates the phenomenon of teachers' “entitled attitude” that manifested itself as resistance to change in the midst of a curricular reform in the Indian school context. For teachers long socialized into a teacher-centered culture, the change expected was nothing less than a paradigm shift in the Kuhnian sense. However, conclusions drawn from studies involving cursory surveys and teacher observation pinned the problem to teachers' “entitled attitude,” an unwillingness to exert themselves beyond the minimum level required by school policies. This view reflects a lack of acknowledgement of teachers as persons with values and the capacity to think and feel as potential agents of community practices such as schooling. My study investigates the wider sociocultural historical and political basis of teachers' putative “entitled attitude” informed by Lev Vygotsky's dialectical approach. It accesses the interrelated history of a teacher at a number of levels using the teacher's life history to create the narrative. This “genetic” analysis helps illuminate what the curricular change means to teachers inside out. The findings are used to unravel the nature of support that would help teachers realize their agency and sway them from using entitlement as a compensatory mechanism to deflect change.

The case study in this chapter is the Joint Community-based Project (code: JCP), a compulsory macro undergraduate course that is offered by the Faculty of Engineering, Built Environment and Information Technology at the University of Pretoria in South Africa. The course was introduced to teach students the soft skills they will need as graduates and make them aware of their social responsibility. More than 1,600 students register for the course annually. Generally, students work in 450 groups each year to help more than 250 community partners. The course, which has received recognition at institutional, national and international levels, requires students to work in a community for at least 40 hours, after which they reflect on their learning experience through a report, presentation and YouTube video. The identification and selection process of community partners is based on contextual criteria, while new cohorts of students can recommend new community partners each year. Community partners’ tasks include project coordination and student assessment based on the course’s assessment criteria. This chapter discusses how community partners are identified, coordinated and sustained within a macro community service course. It also provides a conceptual framework to highlight community partners’ roles and their impact on the students’ social development based on qualitative case study research.

This chapter describes two courses in which university students were involved with community partners, in one case a local school system and in the other, a local nonformal educational institution. The authors begin with a discussion of the benefits of civic engagement through service learning in an academic setting and describe the integration of socio-scientific issues of local importance and a service-learning aspect into the courses. The authors follow with a discussion of the impacts the project has had on each of the partners involved in the collaboration. The authors conclude with lessons learned as a result of the project and future plans for the partnership.

Reciprocal partnerships between institutions of higher education (IHEs) and communities provide opportunities for IHEs to fulfill their core mission while at the same time benefiting communities. One model of institutional accountability for this type of partnership is the Elective Carnegie Community Engagement (CE) Classification. As a process is underway to internationalize the US-based classification, this chapter engages with a central guiding question: How can we best adapt the CE classification’s institutionalizing framework for CE – designed in the context of the United States – in a way that upholds the integrity of engagement practices, adheres to effective strategies for organizational change, and is sensitive to national, cultural, economic, political, social, and historical contexts? In addressing this question, the internationalization strategy is focused on careful adaptation of the application framework so that it can be applied in specific national higher education contexts. The adaptation seeks to incorporate nationally and culturally relevant CE approaches that are reflected in organizational strategies at the institutional level, consistent with the internal logic of the CE classification: valuing expertise of others, working against colonial knowledge regimes, and mindfully building toward increased epistemic justice. This strategy can be a model for internationalization of other processes for IHEs.

The purpose of this paper is to explore Indigenous Works’ efforts to facilitate Indigenous-led research that is responsive to the socio-economic needs, values and traditions of Indigenous communities.

This paper is grounded in an Indigenous research paradigm that is facilitated by Indigenous-led community-based participatory action research (PAR) methodology informed by the Two Row Wampum and Two-Eyed Seeing framework to bridge Indigenous science and knowledge systems with western ones.

The findings point to the need for greater focus on how Indigenous and western knowledge may be aligned within the methodological content domain while tackling a wide array of Indigenous research goals that involve non-Indigenous allies.

This paper addresses the need to develop insights and understandings into how to develop a safe, ethical space for Indigenous-led trans-disciplinary and multi-community collaborative research partnerships that contribute to community self-governance and well-being.

The topic of offender rehabilitation has been subject to much research over the past decade. Numerous meta‐analytic reviews of offender treatment, particularly group treatment based on cognitive behavioural principles, have been reported. Together with the ‘triad of principles’ — risk, need and responsivity — they have formed the foundation upon which most offending behaviour interventions have developed. However, outcome data from existing programmes provides mixed evidence, and evidence for interventions for those in forensic mental health settings are still in their infancy. This paper critically considers the current evidence for the treatment of offending behaviour, and its application in forensic mental health settings, in order to inform development of such treatments in low secure mental health care. Most of the research focuses on non‐mental health settings, and is largely what will be considered here. The paper concludes that low secure interventions need to capitalise on the evidence of ‘what works’ while revisiting key concepts such as ‘dose’ and responsivity in order to design appropriate treatments. Individual outcome evaluation needs to form part of development in this area.