Urban public spaces are shaped not only by formal regulations and planning policies but also by informal norms and practices that govern everyday interactions. This study investigates the role of informal norms in the governance of public spaces in Cairo, Egypt, focusing on how daily social dynamics, tacit agreements, and localized customs influence the use, management, and negotiation of urban environments. Drawing on ethnographic fieldwork, interviews, and observational data, the research reveals how informal governance frameworks enable resilience, adaptability, and inclusion in contexts of limited formal oversight. However, they can also reproduce inequalities and contestations over access and authority. The findings contribute to a nuanced understanding of how informal and formal modes of governance interact and shape the lived experience of urban public space.

This narrative review critically explores the professional experiences of Black, Asian, and Minority Ethnic (BAME) academics within Alternative Higher Education Providers (AHEPs) in the United Kingdom. While the marginalisation of BAME academics in traditional universities is well-documented—manifesting in limited career progression, institutional racism, and mental health stressors—there remains a significant gap in the literature regarding their experiences in non-traditional academic settings. This review draws upon contemporary research, policy documents, and theoretical frameworks to examine whether AHEPs offer genuinely inclusive environments or merely replicate the structural inequalities prevalent in mainstream academia.
The analysis reveals that although AHEPs may present more flexible and entrepreneurial models of higher education, they are not inherently equitable. The absence of robust institutional safeguards and accountability mechanisms can result in the perpetuation of discriminatory practices, albeit in less visible forms. Furthermore, the review highlights the emotional and psychological toll experienced by BAME academics, often exacerbated by cultural taxation and a lack of culturally competent mental health support.
Importantly, this review identifies a pressing need for empirical studies that document the lived experiences of BAME academics in AHEPs. Such research should investigate key areas including career development, workplace culture, mental health outcomes, and long-term job satisfaction. The findings could inform policy reforms aimed at embedding structural inclusion across all tiers of higher education, ensuring that diversity initiatives move beyond symbolic representation to achieve meaningful equity.
Hence, while AHEPs hold potential as incubators for inclusive practice, their success depends on a sustained institutional commitment to equity, transparency, and accountability.