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"Dancing Across Borders presents formal and informal settings of dance education where initiatives in different countries transcend borders: cultural and national borders; subject borders; professional borders and socio-economic borders. It includes chapters featuring different theoretical perspectives on dance and cultural diversity, alongside case narratives that show these perspectives in a specific cultural setting. In this way, each section charts the processes, change, and transformation in the lives of young people through dance. Key themes include how student learning is enhanced by cultural diversity, experiential teaching and learning involving social, cross-cultural and personal dimensions. This conceptually aligns with the current UNESCO protocols that accent empathy, creativity, cooperation, collaboration alongside skills and knowledge -based learning in an endeavour to create civic mindedness and a more harmonious world. This volume is an invaluable resource for teachers, policy makers, artists and scholars interested in pedagogy, choreography, community dance practice, social and cultural studies, aesthetics, and inter-disciplinary arts. By understanding the impact of these cross-border collaborative initiatives, readers can better understand, promote and create new ways of thinking and working in the field of dance education for the benefit of new generations"--

This paper focuses on the coerced mobilities associated with reporting, meaning the mandatory requirement to regularly check-in with authorities for the purpose of control. Drawing on recent calls for a politics of mobility and advances in carceral geographies, we attend to the forces, movements, speeds and affective materialities of reporting with a focus on deportable migrants and the UK Home Office. In doing so we develop two conceptual lenses through which to further understand the politics of mobility. First, we develop the concept of 'slickness' in the context of the process of becoming detained at a reporting event. We understand slickness as a property of bodies and objects that makes them easier to move. Second, we argue that reporting functions to 'tether' deportable migrants; thereby not only fixing them in place, but also forcing the expenditure of energy and the experience of punishment. The result is that reporting blurs the distinction between detention and 'freedom' by enacting the carceral in everyday spaces.

Purpose
The purpose of this paper is to review the history and current state of provision of homeless medical respite services in the UK, drawing first on the international context. The paper then articulates the need for medical respite services in the UK, and profiles some success stories. The paper then outlines the considerable challenges that currently exist in the UK, considers why some other services have failed and proffers some solutions.


Design/methodology/approach
The paper is primarily a literature review, but also offers original analysis of data and interviews, and presents new ideas from the authors. All authors have considerable experience of assessing the need for and delivering homeless medical respite services.


Findings
The paper builds on previous published information regarding need, and articulates the human rights argument for commissioning care. The paper also discusses the current complex commissioning arena, and suggests solutions.


Research limitations/implications
The literature review was not a systematic review, but was conducted by authors with considerable experience in the field. Patient data quoted are on two limited cohorts of patients, but broadly relevant. Interviews with stakeholders regarding medical respite challenges have been fairly extensive, but may not be comprehensive.


Practical implications
This paper will support those who are thinking of undertaking a needs assessment for medical respite, or commissioning a new medical respite service, to understand the key issues involved.


Social implications
This paper challenges the existing status quo regarding the need for a "cost-saving" rationale to set up these services.


Originality/value
This paper aims to be the definitive paper for anyone wishing to get an overview of this topic.

One of the key questions of contemporary society is how to foster and develop social interactions which will lead to a strong and inclusive society, one which accounts for the diversity inherent in local communities, whether that diversity be based on differences in interest or diversity in language and culture. The purpose of this paper is to examine three concepts which are used in the exploration of social interactions to suggest ways in which the interplay of these concepts might provide a richer understanding of social interactions. The three concepts are everyday cosmopolitanism, complexity theory and social capital. Each provides a partial approach to explanations of social interactions. Through focussing on social networking as a significant example of social interactions, we will demonstrate how the concepts can be linked and this linking brings potential for a clearer understanding of the processes through which this inclusive society may develop.

Maximal citizenship educators are committed to advancing an approach to citizenship learning with the following staple features: learner-centred; experiential; problem- and action-oriented; racialised, classed and gendered analysis of power; and strengthening the public sphere and democracy. This type of approach to education shares many similarities with the principles of critical pedagogy. However, there have been valid arguments that Frankfurt School Critical Theory inspired pedagogy still tends to focus on class, at the expense of gender and race, analyses. This article seeks ways to refresh and extend the language and theoretical frameworks used by critical pedagogues. To do so, it will deploy the terms justice pedagogy and complexity pedagogy. The adjective 'justice' does the same work as 'critical' in signalling the commitment to using education as a means to bring about a more socially just world. The recent rise in scholarship in complexity thinking lends itself to conceptualising critical pedagogy in necessarily fresh ways. This article draws attention to the kindred nature of guiding concepts in complexity thinking and critical pedagogy, including grassroots organising, distributed decision-making and emergent learning, before presenting a description of how such approaches might refresh critical pedagogy through a critical citizenship education programme using justice pedagogy. This example illustrates the way that justice pedagogy can inform decisions about appropriate teaching and learning strategies for children and young people today growing up in an increasingly globalised world.