Search results

This chapter will examine two questions. First, how can art and cultural heritage contribute to the health and well-being of a place within the context of the tourism industry? More specifically, can cultural tourism be a driver for community sustainability, that is, not only environmental sustainability but also social empowerment, cultural preservation, and economic vitality? To explore these questions, the author begins by establishing the ways art and environment are closely intertwined, while pondering how cultural production generally – along with the cultural tourists it attracts – can be a driver for sustainability in tourism settings. The benefits that the arts draw from the environment as well as the ways the environment benefits from the arts will be examined. In the next section, the author unpacks how cultural tourism, and more specifically art production, can be drivers for environmental sustainability through social and eco-entrepreneurship and the creation of a shared social value. In the third section, the author identifies some of the challenges inherent in government regulation and preservation of cultural heritage sites. The author argues that communication, cooperation, and relationship building, not just between governing bodies and private stakeholders, but with residents and tourists, should be prioritized in destination management and marketing strategies. In the end, the author proposes that this type of strategy is vital in order to move toward greater cultural, environmental, social, economic, and other kinds of sustainability in the tourism industry.

Travel aimed in experiencing the arts, heritage, and activities that authentically depict the stories and people of the past and present is referred to as cultural and heritage tourism. This has gathered a lot of attention in the last 10 years. In order to protect their valuable history, developing countries require assistance from the international community. Cultural heritage tourism is a significant economic development tool and one of the best components of the tourism sector.

In the 21st century, in terms of museums and showcasing culture, there has been a significant commotion toward the role of people or community, rather than the morality of objectification of knowledge in a close-ended glass case. This concept can be traced back to “New Museology,” emerging since the 1970s, where a section of like-minded museologists believed that museums are for the people and of the people. It is important to include the “voices of the community” as a whole, therein, becoming a broad parlance of social culture (MacDonald, 2006).

Community participation is a process where people are facilitated by themselves and their responsiveness to their own traditions and culture. Henceforth, this chapter is an approach toward a case study of an emerging concept in Delhi – A Neighbourhood Museum in Shadi Khampur area, where the locality is prevalent since the 12th century. Other locals preside over the predating of Partition in the 17th century, when their ancestors settled from Lahore since then.

The purpose of this study is to investigate Koreans' preferences for FCDM versus SDM and explored the influence of Asian cultural values on decision-making in the context of managing chronic illnesses, such as type 2 diabetes mellitus (T2DM). Shared decision-making (SDM) emphasizes collaboration between providers and service recipients to decide on the best treatment options. However, it may not fully account for the role of families in managing chronic illness, particularly for people from Eastern cultural backgrounds who value active participation from their families in decisions. In response, family-centered decision-making (FCDM) has been proposed as an alternative approach. Using a vignette experiment design, data (n = 316) were collected from Koreans in the US and in Korea who were randomly presented with either SDM or FCDM processes for reaching T2DM treatment decisions. In addition to demographic information, participants reported on three dimensions of their decision-making experience: satisfaction, perceived effectiveness, and perspective-taking. They also rated their Asian cultural values and familiarity with T2DM. Results show better satisfaction, perceived effectiveness, and perspective taking for FCDM compared to SDM when examined in context of treatment types and perceived illness severity. Moderation effects were found for familiarity of illness, with familiarity effects varying by perceived severity. Study findings provided some evidence in favor of FCDM in Asian communities addressing the disabilities and chronic illness of a family member. Although the current study investigated treatment decisions for T2DM during doctor's visits, FCDM has shown potential to be applied in other service settings.

This chapter investigates the concept and relationship between community pride, involvement, and participation needs in the sustainable tourism development. The study will also try to find out how local communities are involved in various activities and practices for the development of the sustainable tourism. Local community participation in tourism activities has become one of the major principles of sustainable tourism. As tourism is a people-oriented industry, its major functions depend on human resources. A significant number of communities depend on tourism as a primary source of income. Tourism contributes to the growth of a community because it creates a lot of jobs in the various industries associated with tourism.

Despite the fact that almost two million learners in state-funded schools in England learn English as an additional language (DfE, 2020), there is no official policy for developing home languages (HLs), even though the use of HL in classrooms for academic purposes is linked to academic attainment (Smyth, 2012). Cummins' (1976) language interdependence hypotheses were employed as the analytical framework for the original study underpinning this chapter, as it showed the benefits of HL in the classroom. The study included 13 Somali-origin pupils in a Key Stage 2 class (8 boys and 5 girls – 10–11 years) and their 7 parents. Parents and pupils were separately taught HL literacy once per week for 24 weeks as extracurricular activities. HL literacy pre- and post-assessments, semi-structured interviews with pupils and parents and a researcher reflective diary were used for data collection (Abikar, 2020). The data from HL assessments when comparing the pre- and post-assessments showed improvement in areas assessed, except for writing. The semi-structured interview data demonstrated that learning HL literacy was beneficial for: social and spiritual identity, cognitive skills needed in the classroom and fostering communication between the family, relatives and the wider community. Additionally, positive attitudes to learning HL were evident within the study findings. The study strongly highlighted that it would be beneficial for pupils if there were strategies which would help them to maintain their HL; thus, this chapter will argue the case for the introduction of a HL policy for primary education in England. Overall, the study made recommendations for policymakers to introduce HL literacy sessions for the benefit of pupils.

For education systems to meet the demands of the knowledge economy and prepare their students to be adequately skilled for a more diversified economy in the Arabian Gulf, bold and innovative initiatives must be taken in order to ensure that these skills contribute towards a sustainable knowledge economy. Gulf states have been preparing for a transition towards, what the World Bank calls ‘a knowledge economy’ (World Bank, 2013) where economies will be run by the skills and knowledge capital of their workforce with technology and its advancement playing a central role. Many governments have identified the education sector as a site in which such ambitions can be met and have therefore introduced models of education where English is the medium of instruction. The rationale behind such a decision is based on multiple reasons, mainly because English is considered by some as the language of science and discovery (see Crystal, 2003).

In all discussions surrounding the overhaul of education systems and the United Nations’ (UN) Sustainable Development Goals (SDGs) namely, goal number four (quality education), the notion of the language through which students learn is a neglected area of inquiry. English is increasingly becoming the language of instruction at the university and progressively at the school level too. This means that young students lose out on adequately learning their mother tongue. The chapter argues that only through forward, bold, and novel decisions to teach students in both Arabic and English can there be a guarantee of a more sustainable knowledge economy across the Gulf.

This chapter provides a decolonial critique of Kenya’s encampment and asylum policy. By using a decolonial framework, the chapter examines how asylum, a supposedly humanitarian gesture, has become a political tool of deterrence, dehumanisation and detention in this country. In examining the camp through a decolonial lens, the author advances an Afrocentric perspective and foregrounds that asylum policy across the African continent, which is largely focussed on keeping asylum seekers on this continent, should be understood against the context of colonial relations in Africa. The author contrasts Kenya’s refugee camp with Australia’s offshore detention camp. Central to the author’s critique is Australia’s outsourcing of its offshore detention camps to Papua New Guinea and Nauru which epitomises a neo-colonial engagement with these post-colonies. Inspired by the author’s personal experience as a former refugee, this chapter also challenges refugee literature which is dominated by voices either without lived experience of the camp or produce work that is inadequately attentive to such knowledge.