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Any teaching topic can have sensitive content, or at least be complicated because lecturers and students are likely to hold (based on their own experiences, interests, and values) strong opinions. This chapter explores the theoretical and practical issues of teaching cultural concepts. Colleagues are often left to negotiate the teaching of sensitive issues with little guidance on which to base their approach and educational practices. Therefore using the framework ‘Teaching Sensitive Topics Using Social Positioning’ developed by the authors of this chapter, and illustrative example, the chapter explores the practice of teaching cultural concepts in the curriculum to identify themes related to what can be learned and disseminated. An analysis of international social work (SW) is drawn on to think critically about education and the cultural appropriateness of the theories, practices and competencies utilised. The authors draw on their own knowledge and experiences as registered SW’s/educators/academics/researchers, and their own teaching in relation to sensitive topics at local, national and international levels.

Our experiences, whilst based on teaching in other countries, highlight a range of considerations for all educators in teaching sensitive topics. There is a need to learn from these lessons when adopting cultural concept practices to develop curricula. We recommend adopting reflexivity, flexibility, openness, empathy, and emotional intelligence, which should allow colleagues to teach culturally sensitive subjects by forging transcultural understandings and critically applying these understandings to their own culture.

The purpose of this paper is to discuss the need to establish linkages between tourism, intangible cultural heritage and creativity in Egypt and also diversifying tourism through creativity; and to analyze and explain the impact of intangible cultural heritage on tourism experience in Egypt and the opportunities to generate added value from integrating tourism and creativity. It also suggests some practical steps for developing intangible cultural heritage-based tourism models in Egypt.

The paper proposes a conceptual framework for integrating intangible cultural heritage with tourism in Egypt and its impact on tourism experience. To apply this framework, a case study was conducted focused on the tourism experience derived from intangible cultural heritage in Alexandria. The authors collected primary data by directly observing and experiencing tourism in Egypt, providing valuable firsthand experiential data. These observations offered insights into the practical aspects of intangible cultural heritage-based tourism in Egypt. In addition, secondary data sources such as academic research papers, reports and publications related to tourism and intangible cultural heritage experiences were utilized to support and complement the primary data.

Findings suggest the need for a different approach in intangible heritage based tourism promotion and consumption, an approach that may differ from the conventional and typical considerations in cultural tourism planning and management. In addition, findings emphasized that tourism-based intangible heritage in Egypt can be a constructive platform and sustainable tool to promote the country’s rich culture and traditions while providing employment opportunities for the local population.

This study provides an exploratory overview of integrating intangible heritage with tourism in Egypt, through exploring Egypt’s intangible heritage and proposing a framework of its inclusion, in order to create an intangible cultural heritage tourism experience. However, the proposed framework and packages should be analyzed and examined on the ground through the heritage, administrative, social and tourist aspects of the destination, to assess the viability of the study.

The practical implications of this study should be addressed to the decision makers working on management action plans in tourist destinations in Egypt, such as site mangers as well as tour operators. It could contribute to adopting a new approach in developing and implementing a mutually beneficial partnership between intangible heritage and tourism in Egypt.

It is the first study that presents practical steps to develop new models for linking intangible heritage to tourism in Egypt.

This study aims to examine the determinants of retailer social responsibility (RSR) in Old Dhaka City and their impact on RSR practices.

A cross-sectional design was used to collect primary data from 180 retailers through a questionnaire survey. The study used partial least squares structural equation modeling to analyze the data and examine the relationships among the determinants of RSR.

The study found that economic and ethical factors positively and significantly affect RSR practices, while social and environmental factors negatively but not significantly affect RSR practices. Cultural factors were also found to positively and significantly affect RSR practices.

This study provides insights for retailers and policymakers to enhance their RSR practices by considering economic, ethical and cultural factors. The findings also contribute to the existing literature on stakeholder theory by highlighting the importance of considering multiple stakeholders in RSR practices.

This study provides insights into the determinants of RSR in a unique setting in associating stakeholder theory and in Bangladesh, which has received limited attention in the literature on RSR.

This paper aims to analyze the “crafts” of governance within social and solidarity economy (SSE) cultural organizations, considering formal and informal rules, to support their project of democratization of arts and culture and more generally of cultural democracy. The hypothesis is that it is through participatory and democratic governance that SSE can have a transformative role.

This paper builds upon a qualitative, multiple case study of three SSE organizations in the performing arts and audiovisual production in France. Although different in age, size and legal form, they all experiment a more participative governance system, not without tensions, to face deep institutional changes in their environment.

The results show that legal forms from the SSE are necessary safeguards but not sufficient to effectively implement a democratic governance beyond the “one member, one vote” principle. Democratic governance is supported by both formal and informal rules. By experimenting with innovative participative and democratic governance rules, these organizations contribute to the transformation of practices in the cultural field (democratization of art and culture) but also in society at large by fostering cultural democracy.

Building upon three case studies, this exploratory work stresses important issues that are worth to explore on a larger scale to understand by which levers SSE can play a transformative role in the cultural field.

This paper contributes to the literature on SSE and on governance by enlarging the analysis beyond the board of directors and the statutory rules. Applying the approach of collective action and reasonable values developed by Commons to SSE, it shows that participatory governance cannot be based on an ideal or a choice of preestablished values and principles but must leave room for creativity and representations of stakeholders not only to support transformation of practices within the cultural field but also externally by increasing cultural democracy.

The purpose of this study is to examine the significance of incorporating diverse lived experiences and identities through culturally relevant pedagogy (CRP) in promoting sustainability, cultural diversity and the integration of various perspectives and worldviews rooted in identity and lived experience in sustainability education at Community College of Allegheny County (CCAC).

A case study approach using Geneva Gay’s (2002) CRP framework was used to investigate the role of CRP in sustainability education at CCAC. Thematic analysis was used to analyze the data collected from eight interviews and 67 survey respondents, who participated in a larger exploratory study focusing on education-related sustainable development goals objectives in technical and vocational education and trainings.

The findings indicate that implementing CRP in sustainability education fosters a culturally diverse learning environment, leading to enhanced cultural competence, critical thinking, global citizenship and academic achievement. Best practices and potential benefits of integrating diverse lived experiences and identities using CRP are also identified.

The small sample size may limit the generalizability of the findings. To address this limitation, future studies could use larger and more diverse samples to confirm the findings of this study. Additionally, the study was conducted at a single institution, which may limit the transferability of the findings to other institutions. Future studies could replicate this study at different institutions to determine the generalizability of the findings. Another limitation is the reliance on self-reported data, which may be subject to social desirability bias. To address this limitation, future studies could use a mixed-methods approach that includes both qualitative and quantitative data sources.

This study highlights the need for community colleges to prioritize diverse faculty and staff recruitment, provide CRP and diversity training and establish partnerships with community organizations. By implementing these recommendations, institutions can enhance sustainability education, promote cultural competence and foster critical thinking among students, ultimately contributing to a more inclusive and equitable learning environment.

The integration of diverse lived experiences and identities using CRP in sustainability education can lead to a more culturally diverse and socially inclusive society. By fostering cultural competence, global citizenship and critical thinking in students, community colleges can empower them to address global challenges and contribute to achieving a sustainable and equitable future for all.

This paper contributes to the understanding of the role of CRP in promoting sustainability and cultural diversity in CCAC and education. It highlights the significance of including diverse perspectives and worldviews rooted in identity and lived experience in sustainability education, offering practical recommendations for integrating CRP in educational institutions.

This chapter embarks on a cross-Asian comparison to glean valuable insights from various regions and religious contexts. By examining family planning practices and challenges in different parts of Asia, valuable lessons are uncovered that can inform policies, programs, and initiatives aimed at achieving family planning-related sustainable development goals (SDGs). The complexities and nuances of family planning across diverse cultural, social, and religious landscapes are delved into, shedding light on both common threads and unique challenges faced by marginalized communities. Through this comparative analysis, the aim is to contribute to a holistic understanding of family planning in Asia and provide actionable recommendations to enhance access, equity, and outcomes in pursuit of family planning-related SDGs.

This paper investigates the effect of counter-cultural human resources (CCHR) practices on firm performance. Specifically, it investigates the impact of national culture [future orientation (FO), in-group collectivism (I-GC), performance orientation (PO), power distance (PD) and uncertainty avoidance (UA)] on the calculative and collaborative HR practice–firm performance relationship.

This study uses data from the CRANET and GLOBE studies to conduct a multi-level analysis of the impact of national culture on the calculative/collaborative HR–firm performance relationship.

It finds support for both the CCHR and societal-culture fit (SCF) perspectives of national culture, with FO and I-GC supporting the CCHR perspective and the other culture dimensions aligning more closely with SCF.

These findings empirically validate that CCHR practices can help supplement behaviors lacking in the cultural environment in which organizations operate.

This chapter explores the Aboriginal artefacts ‘clapsticks’ as a form of cultural data – a means of disseminating cultural knowledge in the galleries, libraries, archives, and museums [GLAM] sector. How might alternative methods of curation animate clapsticks as active objects that deliver effective knowledge transfer? This research aims to explore and extend current industry practices of the curation of clapsticks, within the existing parameters of technology, spatial capacity, financial support, and governance as part of the operation of the GLAM sector. The research problem, therefore, explores the past limitations of colonial framing of cultural institutions that once hindered the revealing, the disseminating, and the ‘awakening’ of the complexities of knowledge intrinsic to Aboriginal cultural artefacts. Informal communication with Aboriginal community members and academics was critical to providing cultural context as well as personal beliefs and aspirations vital to conceptualising the future of cultural representation. This investigation explores how a cultural centre offers a space and an opportunity to facilitate the clapsticks datasets in its capacity as a performance-focussed building rather than solely an exhibition space or keeping place. This potential represents a shift in thinking around the clapsticks being a lens through which the stories of Aboriginal culture can be disseminated.

Country and cultural heritage are inextricably linked for First Nations peoples. This chapter explores those relationships in the context of repatriating cultural heritage materials back to Country and conceptualising a place for its ‘awakening’ for the Ngadjuri community of Mid-North South Australia. These materials in the context of this book ‘interpreted’ as a form of data curation, requiring potentially unique information systems designs to achieve accessibility, recoverability, and durability in remote communities with limited internet and mobile phone coverage. On the other hand, it is critically important to note, that the processes, challenges and repatriation of culturally sensitive materials and remains, are dependant here on the limitations of language. The reference to the notion of ‘data’ as a descriptor, and an inadequate term on some level, does not, and is not intended to, diminish any of their cultural significance and gravity. These are challenges that are worth the intellectual and technological investment to realise a return to Country for generationally displaced peoples and their cultural property that also needs to make it home.