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Our present quest for sustainable cities requires a holistic understanding of city construction and people’s well-being. Feminist scholars have shown that urban space does not attend to women’s needs. This study focuses on women’s everyday life in Athens, Greece in late-1980s. This is a unique spatio-temporal point since it is located at the edge of several prevailing dichotomies – geopolitical, cultural and temporal. It examines how women use, experience and reconstitute public spaces in the city and aims to understand both how public spaces – with their material and social dimensions – restrict women’s lives, and how women reappropriate and (re)constitute urban space. It is based on in-depth interviews with women from three areas of Greater Athens, with different social class profiles. It focuses on neighborhood as a physical space, women’s social networks in the neighborhood and women’s mobility. The main findings include that the nexus of gender and class is inscribed in public spaces so that these restrict women and their right to the city; the organization of public spaces ignores women’s reproductive responsibilities; women participate in the public sphere, but gender hierarchies have not been eliminated; while local social networks are fundamental for women in their efforts to reappropriate public spaces. It concludes that the transition to sustainable – enjoyable – inclusive cities will benefit from incorporating women’s experiences and needs; adopting a socio-spatial perspective that focuses on everyday life; a focus on social reproduction too; and an explicit aim to eliminate gender hierarchies (rather than inclusion).

Pro-poor tourism (PPT) can be a strategy for sustainable tourism realization. The strategy puts local people as the subject of tourism development processes from planning, executing, controlling, and also evaluating. It means local people, including poor people, are empowered to increase their income because their daily activities are connected to the tourism sector. Tourism development in Pemuteran Village can be recorded as a good example of successful PPT implementation in Bali Province, Indonesia. In the 1990s, a Balinese socio-entrepreneur came to the north Bali Islands, introducing the tourism business as a new source of family income for poor people. To change poor people's perception that tourism can provide a positive impact on the village, it faced a difficult challenge. Therefore, the socio-entrepreneur approached poor people with such a special touch that he modified drama gong (a traditional art performance in Bali) and Hindu ritual ceremonies in the temple as development communication channels. This is a good strategy to encourage poor people's participation in tourism development so that Pemuteran Village is known as a popular tourist destination in Bali. Tourism activities provide better income to local people because residents of Pemuteran Villa can get jobs or manage businesses in the tourism sector. Therefore, this research discusses the transformation process of Pemuteran Village from a poor village to a favorite maritime tourism destination. In fact, both of this process and progress had been inspired and supported by the Balinese socio-entrepreneur in order to lead poor people shifting their mindset and behavior to engage in tourism development.

Research on Traveller education in Ireland is limited. Internationally, studies on the education of the Traveller, Roma or Gypsy community tend to focus on educational participation and exclusion, discrimination, identity and belonging with little focus on the representation of Traveller student across different types of schools and educational settings. This chapter examines the distribution of Traveller students across mainstream and alternative education settings in Ireland, and how this distribution varies across different types of schools and centres. Using data from the Growing Up in Ireland principal survey and survey data from Irish alternative education providers (The National Youthreach Programme), it explores the concentration of Travellers in mainstream provision, in designated disadvantaged schools (Delivering Equality of Opportunity in Schools [DEIS]) compared to non-DEIS schools, and alternative education in Ireland. Findings show a higher representation of Traveller students in schools designated disadvantaged compared to non-disadvantaged settings and greater numbers of Traveller students in large primary and, to a lesser extent, secondary schools. The findings for alternative education show that Traveller young people make up 15% of learners which is higher than their representation in the general population or the school system. There is marked regional variation with higher representation of Travellers in alternative education settings in the West of Ireland compared to other regions.

With increasing policy emphasis on inclusive education and the need to increase retention of students from Traveller backgrounds, it is perhaps an opportune time to explore the distribution of Traveller students across different school and alternative educational contexts so that educational supports can be targeted more effectively.

The development of inclusive education, characterised by both universal momentum and geopolitical differences, has largely omitted children and young people with profound intellectual and multiple disabilities. For this group, access to educational opportunities at all has been slow to be won, and separation for ‘special care’ for their very high support needs is the norm. There have been advances in recognising the human rights and indeed humanity of people with the most profound intellectual disabilities, but the focus of educationalists has often been on how to foster and document fine-grained learning gains and on the specialist nature of the teaching they need. In this chapter, in contrast, the emphasis is on how the spirit of ‘Nothing about us without us’ can extend to children and young people with profound intellectual disabilities such that they are at the heart rather than periphery of the education and research process. The potential for belonging in education and research is illustrated through exploratory work on doing research inclusively with children with profound intellectual and multiple disabilities in two English special school classes. The starting point is seeking to know them from being with them in a particular way. The knowledge shared in the chapter is a mix of big picture state of the art overview and deep intersubjective knowledge/feeling created together with children with profound intellectual and multiple disabilities. The implications for future research in inclusion include the need to start from a different mindset in which belonging and reciprocity inform an asset-based approach.

Many countries and regions have recognised the potential of automated transport as a solution to cover mobility needs in a sustainable way. They have implemented dedicated strategies and allowed trial operations of Automated Vehicles (AVs) within their national frameworks.

This chapter conducts an analysis of the legal frameworks for AV trial operations in 11 European countries. It reviews existing laws and regulations and includes results from an online survey with national stakeholders and experts experienced in AV testing.

The results reveal very different approaches among European countries. Moreover, results indicate a stronger focus on technical safety aspects of the vehicles rather than on operational procedures and mobility integration, such as incorporating AV services into existing public transport systems.

This high level of disparity between the different European legal frameworks poses a considerable barrier to a rollout of the technologies and methodologies for AVs without cross-border and cross-supplier conflicts. Furthermore, when moving to the deployment of real services in the near future a common European framework and a stronger focus on operational procedures are essential for the implementation of automated transport services in order to cover the mobility needs of people in a more sustainable way (e.g. first/last mile to public transport).

European countries should further integrate operational aspects in the terms of services that are integrated in public transport, align deployment of AVs with national and local sustainability goals and focus on use cases beyond private vehicles to foster the transition to a more sustainable future of transport.

Research on underbanked and unbanked populations has tended to focus on rural borrowers. Lenders to this disadvantaged population are often seen as loan sharks preying on the disadvantaged or as corporate capitalists using micro loans to financialize the developing world. Building on the concept that money has social meaning and that it both creates and maintains significant local relationships, we explore the lending practices of a small gray-market financier in urban Bangkok. While most anthropology research is borrower-focused, we detail the processes and cultural understandings of making loans, collections, trust, and personal relationships of a lender in a Bangkok neighborhood. From her perspective, lending is perceived as a community service that no other institution provides to the under/unbanked in her neighborhood. Marking a divergence from prior development research, which emphasizes the high interest rates of informal lenders, the difficulties faced by borrowers in rural areas, the gendered relationships and hierarchies developed and sustained via lending, this article highlights the lending-side practices of informal loans and the limited ability to move from the liminal space of the gray-market lending business.