Turning the attention to the temporal as well as the more familiar spatial dimensions of mobility, this volume focuses on the momentum for and temporal composition of mobility, the rate at which people enact or deploy their movements as well as the conditions under which these moves are being marshalled, represented and contested. This is an anthropological exploration of temporality as a form of action, a process of actively modulating or responding to how people are moving rather than the more usual focus in mobility studies on where they are heading.

The emotional, social, and economic challenges faced by migrants and their families are interconnected through complex decisions related to mobility. Tangled Mobilities examines the different crisscrossing and intersecting mobilities in the lives of Asian migrants, their family members across Asia and Europe, and the social spaces connecting these regions. In exploring how the migratory process unfolds in different stages of migrants’ lives, the chapters in this collected volume broaden perspectives on mobility, offering insight into the way places, affects, and personhood are shaped by and connected to it.

Mobilities in Remote Places explores the meanings, challenges, and opportunities of remoteness as practiced and experienced by those who live and work in some of the world’s most remote communities. As mobilities around the world proliferate in countless forms, the meanings of remoteness undergo significant change. Places once considered impossibly distant have appeared to become closer, more accessible, and less distinct from global centres of geopolitical power. But instead of disappearing altogether, configurations of remoteness evolve, manifesting themselves through new possibilities, new challenges, and new insecurities. Drawing from a variety of case studies from around the globe, the book’s contributors examine remoteness as an outcome of evolving mobility constellations. Rather that defining remoteness as an absolute or objective time-distance condition, the book shows how remoteness is a practice, experience, and representation that is situated, relational, and emergent. This collection of original and thought-provoking chapters will be of interest to students and researchers in the humanities and social sciences with an interest in mobilities, place, and human geography.

Cultural Heritage and Mobility from a Multisensory Perspective bridges the gap between cultural heritage and mobility studies through the employment of theoretical and methodological multisensory perspectives. An interdisciplinary volume covering a broad range of empirical cases, this book focuses on the engagement with cultural heritage in the context of mobility. The book presents a grassroots perspective of individual heritage performances by mobile and moving actors, analyzing them with close attention to their embodied aspects: bodily experiences, sensory impressions, and the affect and emotions they evoke. As a result, the collection of case studies presented covers empirical, theoretical, and methodological accounts of the embodiment of heritage in the context of mobility on macro, meso, and micro levels, exploring heritage change and mobility from a multisensory perspective. Cultural Heritage and Mobility from a Multisensory Perspective is primarily targeted at scholars, students and practitioners working within and at the intersection of the fields of cultural heritage and mobility. It will also be of interest to those engaged in the study of tourism, migration and integration studies. Chapters 2, 3, 4, 5, 13, 14 and Introduction of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This original social science text approaches marathon running as an everyday practice and a designed event, to draw upon and contribute to the literature on practice theory, urban events, rhythmanalysis and mobility. It bridges sport studies and discussions within sociology and geography about practice, movement and the city. Inspired by theoretical debates about embodied and multi-sensuous mobilities, social and material practices, and urban rhythms, this book explores the characteristics of marathon running as a bodily practice on the one hand and, on the other, marathon training grounds and events as unique places. This account takes marathon running seriously, using sociological and geographical theory to understand the practice in and of itself. Based on original empirical research and accessible to readers, taking them to training sessions in Copenhagen and to marathons in Tokyo, Kyoto, Berlin, Frankfurt, Valencia and Copenhagen, it draws out the globalised, codified and generic nature of marathon practices and design, yet also brings out the significant local differences. The book examines in ethnographic detail how marathon practices and places are produced by various materialities, cultural scripts, experts, runners and spectators, and practiced in embodied, multi-sensuous and ‘emplaced’ ways by ordinary runners. It develops a sociological practice approach to marathon running and geographical understanding of marathon places and rhythms. It demonstrates that marathon running is of broad interest because it calls for and allows lively and expressive ways of conducting and writing research and understanding the becoming of bodies, the intertwining of biological and mechanical rhythms, and the eventful potential of streets. It will appeal to postgraduate students and scholars in sport studies, geography and sociology interested in running, active mobility and ethnography, as well as tourism and urban events. The book will also appeal to general readers with an interest in marathon running.

What is education, and who counts as an 'educated person' amidst competing religious, political, and pedagogical ideologies, which have shaped contemporary educational practices and institutions in Nepal? How have social and political changes, an increasing commodification of education, a continued reliance on foreign aid, and expanded geographical horizons contributed to a reshaping of the educational landscape of Nepal and thereby altered, opened up, and closed avenues of learning available to the Nepali people? Grounded in the intersection between anthropology, sociology, and development studies, and based on rich ethnographic evidence, the essays in this edited volume illuminate educational transformations and avenues of learning in the context of wider social and political changes in Nepal. They capture diverse and competing educational experiences and trajectories; examine the process of construction and transmission of knowledge in different sites within and beyond institutions of formal education; and explore the interconnections between education, state, and society.

How travelling the world allows new ways to educate children and perform family life on the move A growing number of families are selling their houses, quitting their jobs, and taking their children out of traditional school settings to educate them while traveling the globe. In The World is Our Classroom, Jennie Germann Molz explores the hopes and anxieties that drive these parents and children to leave their comfortable lives behind out of a desire to live the “good life” on the move. Drawing on interviews with parents and stories from the blogs they publish during their journeys, as well as her own experience traveling the world with her ten-year-old son, Germann Molz takes us inside a fascinating life spent on trains, boats, and planes. She shows why many parents—disillusioned with standard public schooling—believe the world is a child’s best classroom. Rebelling against convention, these parents combine technology and travel to pursue a different version of the good life, one in which parents can work remotely as “digital nomads,” participate in like-minded communities online, and expose their children to the risks, opportunities, and life lessons that the world has to offer. Ultimately, Germann Molz sheds light on the emerging phenomenon of “worldschooling,” showing that it is not just an alternative way to educate children, but an altogether new kind of mobile lifestyle. The World is Our Classroom paints an extreme portrait of twenty-first century parenting and some families’ attempts to raise global citizens prepared to thrive in the uncertain world of tomorrow.