In this article I analyze empowerment in Copenhagen's “wild” social work community and I develop the role of expansive learning to understand how to transcend marginalization. The notion of expansive activity developed by Engeström and Holzkamp contributes to the further development of Cultural‐Historical Activity Theory. I use a social practice theory of boundary communities to analyze empowerment as a dialectic between individual and collective movement. I define boundary communities as communities that overlap two or more groups and thereby offer potential for border crossing and collaboration among communities. I analyze the personal trajectory of a social street worker, Anas, focusing on dilemmas and possibilities for expansive learning. The “wild” social work community to which he belongs is constituted by an overlap of different groups in Copenhagen such as the social street workers, professionals from the “established welfare system,” and local street communities of young men with ethnic minority and Muslim backgrounds. Social street work is analyzed at the time of the street riots that occurred in Copenhagen in February 2008; social street workers facilitated meetings of opposing factions, parties who usually do not enter into dialogue. I discuss how boundary communities may support empowerment of individuals and groups by moving these parties in expansive directions.

In this article, we discuss issues that are rarely (if ever) talked about in research: experiences of deep insight and inspiration, of meaning-making, of embodied passion and of excitement related to the practice of engaging in qualitative research and of being a qualitative researcher. These are the ‘aha’ moments or ‘eureka’ experiences. Drawing on Frigga Haug’s collective memory work, five individual memories were articulated as text and analysed collectively over a period of six months. By analytically deploying the concept of generativity, we portray the tensions, dynamics and interactions that (co)create aha moments and movements as a way of enacting situated research(er) agency and of challenging the neoliberal instrumentalization of research and researchers. Our aim is to contribute to visualizing and fostering small but powerful steps in innovative, good quality research and bringing desire and passion (back) into research practice.

This article contributes a framework for analyzing learning as an expansive process (Engeström, 1987) in which persons come to partly transcend marginalization. I understand expansive learning as a dialectic of collective and individual learning. Marginalization is seen as a complex, multilayered process that has restrictive implications for a person's societal position across various action contexts in his or her everyday life. Expansive learning, then, is a kind of learning that partly transcends marginalization through changed participation and recognition by others of participants in their changed communities. In the example I present, this development entails various persons (e.g., youth, social street workers, social workers, official authorities, researchers, media, politicians, and local police) becoming aware of themselves, of their communities, of oppressive life conditions, and of common interests in relation to other communities. Expansive learning involves collaborative change that does not eradicate dilemmas that arise for persons in marginal positions, but presents new dilemmas that emerge from realization of new action possibilities of participants in communities.This article draws on social practice approaches, such as Danish-

This article seeks to conceptualize and analyze how processes of deglobalization are interdependently connected with processes of dehumanization, double bind, and racialization in the field of radicalization of ethnic and religious minorities in Denmark. We analyze two sociopolitical cases to show how deglobalization takes form in local practice, enabling or limiting specific subjects’ and groups’ possibilities of being perceived and accepted as Danish citizens. Relations between radicalization and dehumanization are explored across subjective, societal, political, and discursive practices linked to double bind processes and possible movements beyond them. Our aim is to establish a theoretical framework for exploring a psychology of deglobalization that takes into account processes of racialization, mis-interpellation, double bind, and the possibilities for rehumanization.

The article is a product of collaboration between a researcher (Line) and a former biker gang member (Peter). Together they explore Peter’s conduct in life during a 10-month period, while he is in a police-gang-exit-program. The article reflects and discusses theethics involved in this kind of subject/subject research, where a former biker gang member and a researcher are engaged in a common research process, being both researchers and subject of investigation at the same time. Through a social practice theoretical moment-movement methodology significant moments are studied in depth, including Peter’s action reasons, (disturbances of) concerns and telos becoming less of a member of the (biker) gang environment and becoming more of a member of academia. The article further explores the struggles to move beyond marginal positions and how collective processes of recognition and reification might help major personal changes. Finally the article discusses possibilities for development within the field of gang exit intervention to improve gang exit processes for other future gang members.