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Research presented in the paper focuses on learning biographies and professional identity development of 14 female and male teachers at university colleges in Norway. Biographical narratives reveal subjective accounts and perception of gender roles and it exposes interaction of formal, non-formal, informal experiential learning in different cultural contexts (journeys), combination of learning, work and family life. Learning as a lifelong process is inter-woven with distribution of power in society, social stratification, structural economic and labour market processes, social identities (including gender) and relation between various spheres of social life (public and private, work, family and learning, etc.). In the settings of late modernity globalisation and the process of disembedding mechanisms of social institutions allow individuals to experience new cultures, new lifestyles and feel disembedded and detached from institutions. Internationalization of higher education is an example of empowering detachment mechanisms, when people choose to learn in different cultural settings and develop intercultural competence through experiential learning. The aim of the paper is to analyse (re)construction of self-identity in biographical narratives and conceptualize male and female learning biographies and learning paths in becoming teachers in multicultural education.

This book illuminates the educational potential of nuclear tourism and learning about nuclear power in informal and non-formal learning settings. The authors present a case of elaboration of the educational virtual nuclear route in the Ignalina Power Plant Region, Lithuania. Nuclear tourism takes its shape at the junction of several types of tourism � energy, industrial, cultural, and heritage and it becomes a site of outdoor and place-based education, promotes STEM, energy literacy, critical thinking, and environmental skills, and creates a valuable source for virtual learning. The book reveals peculiarities of learning and experience at nuclear power plants and disaster tourism destinations such as the Chernobyl Museum and the Chernobyl Exclusion Zone.

Research presented in the paper focuses on commodification of cultural identities and community empowerment strategies of cultural tourism in Visaginas. One of challenges in developing tourism is orientation toward profit and commodification of culture, which becomes a problem in regard to practicing authentic identities. The article presents efforts of researchers working in the project EDUATOM to scientifically substantiate construction of new educational nuclear/ atomic tourism route in the Ignalina Nuclear Power Plant (INPP) region. The authors discuss what diverse parameters and elements of place identity could be included and represented in the tourism in Visaginas and how community empowerment and involvement of different stakeholders might contribute to practicing various commodification strategies. The article analyses commodification of cultural identities and community empowerment strategies of educational, cultural, nuclear/atomic tourism in Visaginas, using research strategy of case study, including methods of document analysis, conversations (formal and informal) with stakeholders, secondary data analysis, construction of Post-Soviet identities and empowerment of local communities.