Creating the thin blue line: Social network evolution within a police academy

Whenever major schisms between police and communities come to public attention, there are always passionate calls for an increased emphasis on - and improvement of - police training. This rhetoric is so common that police leaders joke that there is no societal problem so big that it can’t be fixed by better police training. Still, professional socialization in law enforcement remains an important topic with a great deal of resources being devoted to developing initiatives and augmenting existing curricula. This training comes in many forms including learning the nuts and bolts of many legal processes and acquiring the practical skills for law enforcement. However, beyond this, there is a socialization process with multiple facets including the development of solidarity and trust among a cohort of recruits. We attempt to understand the basic mechanisms of network creation in police academies as the foundation of the socialization processes within them. By focusing on these network mechanisms underlying the establishment of the ‘Thin Blue Line’, we offer an understanding of the underlying social processes foundational for the transmission of police culture. In short, we think the recruit network structure functions as a vehicle for cultural transmission within police academies.     

Transforming habit: revolution,routine and social change

Compelling recent scholarly work has explored the crucial role affect, emotion and feeling might play in activating radical social and political change. I argue, however, that some narratives of ‘affective revolution’ may actually do more to obscure than to enrich our understanding of the material relations and routines though which ‘progressive’ change might occur and endure in a given context – while side-stepping the challenge of how to evaluate progress itself in the current socio-political and economic landscape. Drawing on the work of Eve Sedgwick, John Dewey, Felix Ravaisson and others, this article asks whether critical work on habit can provide different, and potentially generative, analytical tools for understanding the contemporary ethical and material complexities of social transformation. I suggest that it habit’s double nature – its enabling of both compulsive repetition and creative becoming – that makes it a rich concept for addressing the propensity of harmful socio-political patterns to persist in the face of efforts to generate greater awareness of their damaging effects, as well as the material forms of automation and coordination on which meaningful societal transformation may depend. I also explore how bringing affect and habit together might productively refigure our understandings of ‘the present’ and ‘social progress’, as well as the available modes of sensing, instigating and responding to change. In turning to habit, then, the primary aim of this article is to examine how social and cultural theory might critically re-approach social change and progressive politics today.     

Giving,Saving, Spending: What Would Children Do with £1 Million?

This article explores children's responses to a single question: ‘If someone gave you £1 million today, what would you do with it?’ Although such an exploration might seem trivial, we argue that their responses provide important insights into children's values and priorities. One‐third intend to spend it all, one quarter to save it. But the largest group claim that they would give all or some of the money away. Their responses highlight the divergent ways in which children use money to foster particular forms of social relations and social standing. Against the prevalent discourse of consumer society, the dominant theme of giving may indicate that the individualism of neoliberalism is less pervasive than is often feared, but also suggest that further research is needed into the social contexts and processes which encourage children to be ‘givers’, ‘savers’ or ‘spenders’.     

THE MICRO-ETHICS OF EVERYDAY LIFE

In this article I offer an unfashionably ideological critique. I argue that, in the USA, ideology now appears in the form of the narratives that capitalism tells itself about itself, in particular at sites of commodity consumption. I examine three everyday sites in which capitalism constructs an Imaginary version of itself as it exhorts contemporary consumers to consume ethically: during a visit to a Target Superstore; on an overnight stay in a hotel room; and while purchasing a bag of fair trade coffee. In these moments and at these sites, corporations instruct us in the ‘ethical’ use of their commodities, and obeying those instructions promotes us to the rank of ‘consumer activist’. This article attempts to explain how this ‘ethical consumption’ – a form of what I call ‘micro-ethics’ – has displaced more social, or ‘macro’, forms of ethical action. To make my case, I argue that globalized capitalism denies many of us the social coordinates, or handholds, that are necessary if we are to feel that we can act meaningfully within the Symbolic Order, or social reality itself. This ‘deworlding’ effect, as Alain Badiou calls it, encourages us to reject social forms of ethical and political life and to retreat to a careful policing of the Imaginary boundaries of our ‘inner selves’ instead. In other words, global capitalism logically produces, as its own ideological support and supplement, a micro-ethics that attends only to what the single person can do, and only within the realm of consumption. We participate in this fantasy version of ‘eco-capitalism’ that advertising, publicity and other discourses establish to the extent that we accept consumption as the ultimate horizon of our ability to intervene in problems of ecological depredation and the exploitation of labour in the First and Third Worlds.     

Five sketches of postmodernism

Abstract

There is a long history of work in systems thinking and operational research (henceforth referred to as ‘systems/OR’) geared to facilitating organizational change and/or wider social improvement. Recently, however, the ‘improvement’ agenda has been subject to a sustained critique from people who take an explicitly postmodern stance. This paper presents five ‘sketches’ of postmodernism, and draws out some implications for systems/OR. The first sketch is of a dogmatic postmodernism that places conversation at the forefront of its agenda, but fails to enter into a conversation itself. It therefore collapses under the weight of a contradiction between its theory and practice. The second is of a more open postmodernism that is prepared to recognize its own status as a conversational device, and thereby its own transitory nature. This suggests the need for the systems/OR community to act as participants in debate, continually developing their own and others’ views. The third sketch focuses on the central contradiction of a postmodern meta-narrative condemning all meta-narratives but its own. This raises some interesting issues, not the least of which is the realization that the term ‘meta-narrative’ is usually used pejoratively. We may therefore need to moderate the use of such language to facilitate productive debates on key issues of concern for the future of systems/OR. The fourth sketch looks at the irony of inevitable contradictions in postmodern theory, and the consequent move away from the notion that the role of rationality is to harmonize ideas. Several possible consequences for systems/OR are identified: further rational (harmonizing) explanations of ‘inevitable contradictions’ in postmodern theory may be provoked, or the shift away from a traditional notion of rationality may liberate systems/OR from a relatively narrow range of analytical methods. The fifth and final sketch examines the political consequences of postmodernism as expressed in liberalism. A disturbing picture is presented of the ‘privatization’ of forms of solidarity which are not legitimated through dominant ideologies, leading to powerlessness and alienation amongst those who experience largely unrecognized oppression, or who feel solidarity with the oppressed. A key implication is drawn out: there continues to be a crying need for new ideas in social theory to address the shortcomings of liberalism and inform the practice of systems/OR. People advocating postmodernism, amongst others, may make a useful contribution to the development of these new ideas.     

Processes of Knowledge Production in Social Movements as Multi‐level Power Dynamics

Most literature related to the study of processes of knowledge production within social movements neglects how power relations between participants rooted on structural inequalities shape such processes. It also underestimates how such inequalities and the very dynamics of movements intersect in the setting up of the ‘boundaries’ of ‘insidership’ and ‘outsidership’, as well as of the terms implicit in different forms of participation. This article makes a review of theoretical and methodological literature that is relevant to the study of processes of knowledge production within social movements. Based on that review, it proposes the concept of ‘multi‐level power dynamics’ as a tool for future research on the way in which such processes are shaped by power relations between movement members endowed with, or experiencing a differentiated access to different forms of knowledge, as well as with actors within the state and networks promoting the diffusion of ideas and strategies.     

The problem of social generations: a critique of the new emerging orthodoxy in youth studies

Over the previous seven years the application of a social generation paradigm or ‘theory’ has gained increasing currency as a method in analysing young people's relationship with the life course. Whilst not a new concept or approach its resurgence and reconfiguration to ‘new’ times has seen some writers positioning it as a ‘new orthodoxy’ or ‘consensus’ within youth studies. In this it is seen as providing a conceptual framework that better helps us understand the complexity of circumstances and conditions that shape youth identities in late modern society. In this paper we examine and explore the underlying assumptions and claims that are made by those advocating the social generational paradigm, raising questions and seeking further clarification on a number of key themes. We accept youth studies needs to move beyond ‘old models’ that define and understand social context as a simply a tension between ‘structure or/and agency’ or as a ‘flavour’ to social action. To conclude therefore we propose the need to have an approach that is ecological and both accepts ‘social change’ and ‘continuity’ as critical parts of the life course, one that recognises the nature and influence of power and social reproduction, especially for different social classes, in shaping the experience of being young.     

How Social Movements Move: From First to Second Wave Developments in the UK Field of Psychiatric Contention1

In this paper I seek to unpack the notion of ‘movement’, addressing the question of what it means to say that social movements ‘move’. The concept of ‘movement’ is often used in social science to refer to change, I note, and this is clearly an appropriate usage in relationship to social movements, which often seek to bring about and/or manifest within themselves social changes. At the same time, however, movements move in the respect that the cultural forms and resources they generate are diffused (they move) across both time and space. The cultural components of a movement move in the way that, for example, a virus moves, between individuals in a ‘vulnerable’ population. The paper explores these ideas by way of an examination of the second wave of radical mental health activism in the UK.     

Social acceleration and the network effect: a defence of social ‘science fiction’ and network determinism

This essay is a response to Judy Wajcman's essay ‘Life in the fast lane? Towards a sociology of technology and time’ (2008: 59–77). In that article Wajcman argued that recent developments in the sociology of temporal change had been marked by a tendency in social theory towards a form of ‘science fiction’– a sociological theorizing, she maintains, that bears no real relation to actual, empirically provable developments in the field and should therefore be viewed as not contributing to ‘a richer analysis of the relationship between technology and time’ (2008: 61). This reply argues that as Wajcman suggests in her essay, there is indeed an ‘urgent need for increased dialogue to connect social theory with detailed empirical studies’ (2008: 59) but that the most fruitful way to proceed would not be through a constraining of ‘science fiction’ social theorizing but, rather, through its expansion – and more, that ‘science fiction’ should take the lead in the process. This essay suggests that the connection between social theory and empirical studies would be strengthened by a wider understanding of the function of knowledge and research in the context of what is termed ‘true originality’ and ‘routine originality’. The former is the domain of social theory and the latter resides within traditional sociological disciplines. It is argued that both need each other to advance our understanding of society, especially in the context of the fast‐changing processes of technological development. The example of ‘technological determinism’ is discussed as illustrative of how ‘routine originality’ can harden into dogma without the application of ‘true originality’ to continually question (sometimes through ideas that may appear to border on ‘science fiction’) comfortable assumptions that may have become ‘routine’ and shorn of their initial ‘originality’.     

Stories of Risk and Protection: A Turn to the Narrative in Social Policy Education

This paper discusses the role of ‘story’ in social policy teaching within social work education. In particular, it uses the explication of two students' stories of their own experience to consider approaches to the concepts of risk and protection. The paper sets a scene whereby the roles of narrative, practitioner-wisdom (Phronesis) and personal experience need to be addressed within social policy education. Then, using stories generated by an educational intervention building on memory work, it illustrates how the ‘pragmatic eclecticism’ of narrative analysis can illuminate some of the complexities of social policy constructs. A range of analytical tools have been brought to bear on the stories, including the distinct but related concepts of ‘role’ and ‘performance’ and literary devices such as genre and plot, as well as a consideration of intertextuality. This is done to support the notion that social policy needs to broaden its methodological range.     

Visions of power: ideology and practice in the American garage sale

In this article, we examine ideological statements reflected in, and to a small extent created by, people's participation in garage sales.¹ Although the article touches upon the economics of garage sales, its focus is on ideology, about how people understand what they are doing when they buy and sell, and how this relates to their more general perception of the social world and their position in it. The way people discuss their participation in garage sales tells a great deal about how they understand their worlds: patterns of work and consumption, claims (especially by women and the aged) that their daily activities have more dignity than is normally afforded them within society, a felt need for moral and practical networks. The expression of ‘oppositional culture’in the statements garage sale participants make to describe their lives is certainly underdeveloped. It is not free of the dominant ideology, cannot be the basis of class-conscious political practice and in present form poses little danger to any social institution (except perhaps department stores). Still it does contain, in shadowy form, seminal statements in contradiction to what is generally regarded as the dominant ideology. We will call these emerging elements ‘prefigurative cultural formations’, as in vague form they connote emergent social values. Further, we will argue that these prefigurative cultural formations are grouped into discrete ideological claims that we call ‘Visions of Power, each of which speaks to the empowerment of subordinate groups. We will discuss four specific Visions of Power: reclaiming control of one's work, creating a sense of social justice, beating the system, and feeling oneself a part of a nurturing community. Before attempting to demonstrate the utility of these concepts in understanding forms of belief reflected in garage sales and other informal economic activities, we will briefly explore our approach to ideology, and will attempt to situate it within the contemporary debate on the nature of ideology.     

Promoting Creative Practice through Social Work Education

It has been suggested that the essence of professional work lies in the balance between the performance of technical tasks and the exercise of judgement and discretion—the ‘technicality/indeterminacy’ debate. A skilled social worker must be capable of applying a range of knowledge, skills and values in a variety of practice circumstances, the precise nature of which cannot always be predicted. This presents a challenge for social work education, previously governed by a reductive notion of ‘competence’ in its planning and delivery. This paper will explore the nature of judgement and creativity in practice, identifying why such concepts are essential in contemporary social work. Accepting that qualified social workers must be capable of acting independently and autonomously, it will then examine the task that this presents for social work education—the need to prepare students (at both qualifying and post‐qualifying levels) to exercise judgement and discretion in professional practice. The paper will argue that the development of innovative forms of social work will depend upon the existence of forms of education that can foster and enhance students' ability to work creatively, and present ways in which this can be managed within both academic and practice curricula.     

‘Just choose the easy option’: students talk about alcohol use and social influence

Previous research into young people’s drinking behaviour has studied how social practices influence their actions and how they negotiate drinking-related identities. Here, adopting the perspective of discursive psychology we examine how, for young people, social influences are bound up with issues of drinking and of identity. We conducted 19 focus groups with undergraduate students in Australia aged between 18 and 24 years. Thematic analysis of participants’ accounts for why they drink or do not drink was used to identify passages of talk that referred to social influence, paying particular attention to terms such as ‘pressure’ and ‘choice’. These passages were then analysed in fine-grained detail, using discourse analysis, to study how participants accounted for social influence. Participants treated their behaviour as accountable and produced three forms of account that: (1) minimised the choice available to them, (2) explained drinking as culture and (3) described resisting peer pressure. They also negotiated gendered social dynamics related to drinking. These forms of account allowed the participants to avoid individual responsibility for drinking or not drinking. These findings demonstrate that the effects of social influence on young people’s drinking behaviour cannot be assumed, as social influence itself becomes negotiable within local contexts of talk about drinking.     

The elements of social capital in the context of six high schools

Purpose: The study described in this paper is part of a larger research project entitled, “Social Capital and Its Effects on the Academic Development of Adolescents At Risk of Educational Failure.” We drew the data for this study from in-depth case studies of six United States public and private secondary schools. We selected the schools based on two criteria: (1) they enrolled substantial proportions of students who would be considered to be at risk of educational failure due to their academic status, social background, or geographical location; and (2) they had qualities that led us to believe that the probability of finding school-based forms of social capital would be high. In selecting schools, we sought variation among settings, selecting case-study sites that allowed us to learn about how schools create and sustain social capital supportive of the academic development of students, particularly students characterized as at risk of failure.Background: In the first part of the larger research project, we used quantitative methods and a large, nationally representative sample of U.S. secondary schools and students. In that study, we documented the existence of a relationship between school-based social capital and such student outcomes as positive academic behaviors, achievement growth over the secondary years, and the probability of dropping out of high school. We operationalized the construct of social capital with two measures of the quality of students’ relationships with their teachers—the extent to which students saw their teachers as supportive and whether students sought guidance from their teachers outside of class. We believed, however, that school-based forms of social capital are more varied and complex than this. Moreover, we thought that it was important to examine in greater detail how social capital itself varies with the organizational and structural characteristics of high schools. Therefore, we embarked on a second phase of our study in which we relied on qualitative methods: specifically, the in-depth investigation of a small set of high schools thought to have social capital but exhibiting important variation on organizational and structural characteristics. Within these schools, we used field-based methods to examine social capital and students’ access to it.Methods: In general, we asked, “What does social capital look like in the six high schools that we studied?” “Do the quality or characteristic of social capital depend on a school’s student body composition, its programs and policies, or the ideologies and traditions that underlie its operation?” “If so, how do these factors influence the quality of school-based social capital that students have access to in a school?” “Are characteristics or elements of social capital especially prevalent or dominant in certain types of schools?” “Which types of schools, given our case-study sites?” “What do the results of these investigations tell us about the nature of social capital—its creation, maintenance, and usefulness to students and teachers in high schools?”Results: Our analyses of interview data and field notes suggest that school-based forms of social capital may be viewed from six different perspectives. These perspectives, which we refer to as elements of social capital in our paper, are:

• 1. Volition and perceived interest in membership. What are the opportunities that individuals have, both in terms of choices between schools and choice of programs within schools, to affiliate with others based on their interests? These choices may strengthen social capital within groups but weaken social capital between groups that comprise a school and its adjacent community.
• 2. Location and integration of social capital across social relationship networks. Where is social capital located in a school? Although we see the primary location for social capital to be between students and teachers, other networks of relationships also influence the extent to which students can gain access to social capital through teachers (e.g., teacher-to-teacher relationships or teacher-to-parent relationships). Integration across these relationships facilitates the formation of new relationships, trust building, and flows of information.
• 3. Impetus for social capital. What are the reasons that people seek to form supportive, collaborative relationships within schools? Such reasons may be individual or organizational, we argue. Nonetheless, social capital is most powerful when the impetus for its creation and maintenance coincide—that is, when organizational factors reinforce personal inclinations, perceived interest, and a sense of community.
• 4. Formation and stock of social capital. How much effort is required to create social capital? Social capital may occur naturally, as in small, rural schools, or it may require substantial effort and purposeful actions, as in large, urban schools. Natural forms of social capital may have negative consequences if they restrict exchanges with external groups to an extent that academic development is curtailed. Purposeful forms may also have negative consequences, if too much effort is required to create and sustain social capital, drawing deeply on already scarce resources.
• 5. Focus and quality of social capital. How is social capital used in a school? Social capital may be used for many different purposes, not all of which promote academic development. Social capital may be used to primarily promote social goals or ends, or even to undermine students’ development and a school’s academic mission. Differences in interest between school members diminish the focus of social capital, weaken its utility for academic purposes, and can create conflicts over its use and function.
• 6. Norms and social control. Do school norms and sanctions promote positive expectations and interactions between members of a school? Behavioral expectations and official actions are an important element of school-based forms of social capital. Over reliance on sanctions can undermine trust, just as does failure to sanction significant violation of rules. The consequences, norms, and sanctions for social capital depends on how much socialization is required to comply with norms, the perceived fairness of norms and sanctions, and the costs and benefits associated with compliance.
• 7. Conclusion: Using these conceptual lenses, we examine how social capital takes shape and is used in six different high schools. We provide examples of how each of the above six elements helps to understand the quality of interactions between students and teachers, as well as the educational environment in which students’ academic development takes place. In concluding the paper, we argue that social capital is a complex yet useful construct for examining the operation of high schools and the academic development of the students who attend them. Moreover, our examination of six high schools suggests that there can be too much social capital in schools and that social capital is most difficult to nurture in places that need it most. Using our field data, we give examples and provide further explanation for why this is so.

%Rather than provide an in-depth treatment of each element, we have instead attempted to lay the groundwork for deeper study and conceptual development of the notion of social capital in this paper. Each of the elements deserves more careful scrutiny, we believe, especially if we are to weave together in a meaningful fashion the conceptual threads that make social capital such an appealing construct. This initial study reveals some of the richness and complexity of social capital as a construct, as well as the utility of examining it through the six conceptual lenses that we use in this paper.     

Modernization: the burden of the past

Embarking upon modernization, Russia will have to struggle with the debris of a degrading industrial society. The paper employs the concepts of ‘decay energy’ and ‘humanitarian catastrophe’, regarding these phenomena as inseparable from the transitional process. A detailed analysis of various types and forms of decay energy leads the author to the following conclusions: (1) minimization, elimination and/or conversion of disintegration forces and products of decay is an integral part of the modernization project for Russia; (2) this project ought to have an ideology, a leader, social forces supporting it, educational resources, and access to the media; (3) the environmental movement is one of the few collective actors poised to combat the decay forces, which possesses a well‐developed worldwide support network and has created a discourse that is comprehensible to the authorities as well as the business world and lay people; (4) for Russia with its numerous ‘frozen’ and ‘hot’ conflicts, this transition will be especially difficult and costly.     

Having the wrong kind of money. A qualitative analysis of new forms of financial, social and moral exclusion in consumerist Scandinavia

Consumerism not only promotes discourses emphasizing individualized consumer choices, but it also introduces new electronic, invisible and symbolic forms of money. The present article analyses social exclusion in contemporary Scandinavian society by focusing on patterns of consumption and the social meaning of money in low‐income households in Denmark and Sweden. Drawing on recent sociological theory on money and budgeting ( Pahl, 1999, 2002 ; Singh, 1997, 1999 ; Zelizer, 1997, 2005 ) and recent critiques of consumption studies ( Edgell, Hetherington and Warde 1996 ; Gronow and Warde, 2001 ; Lodziak, 2002 ), it argues that experiences of social and financial exclusion in consumerist society must be related to the amount of money available within the household, the social position that the household occupies, and the social form that this money takes. Pahl (1999 ) shows that the development of electronic money seems to alter and further constrain access to consumption for the ‘credit poor’ and ‘information poor’. To this ‘technological filter’, a ‘social filter’ may be added, as the results suggest that consumption patterns and the social meaning of money in low‐income families are largely incompatible with prevailing neo‐liberalist ideas of money and consumption in contemporary society.     

Scotland's tartan army in Italy: the case for the carnivalesque*

This short paper seeks to explain the activities of Scottish fans in Genoa and Turin, during the 1990 World Cup, by drawing on some key concepts offered by contemporary writers in the field of post-modernism and post-structuralism. These writers include Foucault, Derrida, Barthes and Baudrillard. All emphasize a re-empowerment of agency, evading more conventional forms of domination: Foucault within the domain of enabling discourse, Derrida on the open interpretation of the sign's apparent meaning, Barthes on the ‘nature’ of jouissance and the body principle, and Baudrillard on the public toying with their media representation. It is argued that Scottish fan behaviour in Italy was structured by two opposing forms of ‘self-knowledge’, relating to either expressions of violent machismo or instrumentally ambassadorial conduct. The eventual triumph of the latter is most clearly shown through an application of Goffman's conception of ‘impression management’, as the social interaction of Scottish fans with other ‘teams’ in Italy is detailed chronologically. The paper concludes with some recommendations aimed at the relevant authorities, with a view to maximizing the internationalism of Scottish fans at future competitions.     

The Family in the Light of a New Relational Theory of Primary,Secondary and Generalized Social Capital

The aim of this article is to pinpoint the relevance of family relationships in the studies on ‘social capital’. In order to clarify this perspective, Pierpaolo Donati outlines a new approach called ‘relational approach’. According to it, social capital is a property and a quality of social relationships, not an attribute of individuals or social structures as such. This theory has two major advantages: first, it leads to differentiate those components of social capital which are usually conflated; second, it permits to identify various forms of social capital (primary, secondary-communitarian and civic or generalized). Riccardo Prandini criticizes the sociological prejudices which consider the family mainly as an obstacle for the full deployment of ‘liquid’ and ‘modern’ social relations. The family's social capital is defined as the reciprocal orientations of the family's members which are able to generate trust and therefore cooperative actions. Empirical evidence shows that the family's social capital is strictly connected to the emergence of pro-social attitudes in individuals, particularly in terms of social trust and participation in civil associations.     

Dealing with the transsituational demands of professional socialization

Insofar as studies of professional socialization have been concerned with the subjective experience of students they have concentrated on students’experience within the confines of their training course. The present paper examines that parallel but often neglected strand in professional socialization: what becoming a professional entails for students within the context of their private lives. An in-depth participant observation study of one cohort of social work students revealed that assuming a professional identity had important consequences for both the self-concept and social lives of students. They were faced with‘transsituational demands’- i.e. expectations that they would behave m situations where they were not functioning as social workers in a manner which was nevertheless congruent with their claims to this title. Such reorganization of students’personal hierarchies was both evidenced and accomplished by the‘frame work’in which students engaged. Goffman's frame analysis is expanded to include the concept of‘cross-framing’in order to explain students’responses to the encroachment of the social-work frame on their everyday world. Although social work as a profession does make extensive demands on the private space of the recruit, it is argued that the analysis developed here can be used to study empirically the internalization of the beliefs associated with any occupational role.     

Social exclusion,mobility and access1

Much of the literature on social exclusion ignores its ‘spatial’ or ‘mobility’ related aspects. This paper seeks to rectify this by examining the mobile processes and infrastructures of travel and transport that engender and reinforce social exclusion in contemporary societies. To the extent to which this issue is addressed, it is mainly organized around the notion of ‘access’ to activities, values and goods. This paper examines this discourse in some detail. It is argued that there are many dimensions of such access, that improving access is a complex matter because of the range of human activities that might need to be ‘accessed’, that in order to know what is to be accessed the changing nature of travel and communications requires examination, and that some dimensions of access are only revealed through changes in the infrastructure that ‘uncover’ previously hidden social exclusions. Claims about access and socio‐spatial exclusion routinely make assumptions about what it is to participate effectively in society. We turn this question around, also asking how mobilities of different forms constitute societal values and sets of relations, participation in which may become important for social inclusion. This paper draws upon an extensive range of library, desk and field research to deal with crucial issues relating to the nature of a fair, just and mobile society.