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Ecosophy focuses on the broad and deep connections we all share; the relationships within, among, and between social processes, economies, ideologies, materialities, and living systems.

In order to bring ecosophical issues to the fore, I draw on a pedagogy of the glocal: a pedagogy informed by an awareness of, and aiming to create an awareness of, the ways that global trajectories intersect with local practices.

I analyze my own experiences using glocality as a pedagogy in several online courses for graduate students. As part of these courses, we worked toward an awareness and activism informed by both glocal understandings and ecosophic commitments.

This research offers new ways to think about the commitments that are necessary for online learning in teacher education to move forward. Specifically that ecosophy can be applied to a variety of new problems in teacher education.

This chapter’s unique approach models thinking with theory in online education. It also offers a valuable underused way to integrate technology and pedagogy through shared commitments.

In this concluding chapter the empirical research on work restructuring that is presented in the different chapters is related to the central question of this volume: in which way is the global produced and reproduced in the local and what does this mean for the (re)structuring of the local? The central themes of the introductory chapter of this volume are taken into account: the increasing impact of the cultural on the economical sphere, the strategic effect of various organizational options, the coming into being of new sectors, labor relations in a globalizing world and the tension between clusterization and relocation of labor. In the last part of this contribution some remarks are made on a possible direction of further research in the field of work restructuring in its glocal context.

Purpose – The purpose of this article is to investigate consumption discourses in contexts characterized by multiple cultures and intercultural contacts, as multicultural contacts and multiple migrations challenge existing consumer acculturation models based on a dualistic process of acculturation. This chapter explores empirically the character of cultural reflexivity and its expression in consumers’ discourses. Given that nostalgia is one prominent dimension of the migration conceptualization, we seek to understand how the role of nostalgia changes in contexts where consumers are decreasingly territorially embedded agents.

Methodology – The study rests on in-depth analysis of migrant narratives from two research phases. While the first phase encompasses in-depth interviews, the second one combines interviews and observations to provide a depiction of intercultural contact within the micro cosmos of a multicultural apartment.

Findings – The findings of this chapter illustrate how migrants develop different nostalgic discourses, to either (re-)appropriate the Expatriate as defined by James (1999), or to appropriate global consumptionscapes through nostalgia for the routine.

Research implications – On the basis of these findings, the article discusses cultural reflexivity in terms of naturalization and cultivation narratives (Wilk, 1999), proposing shifts between reflexive and routinized consumption practices as basis for consumers’ cultural reflexivity.

Originality/value of chapter – The contribution of this chapter is firstly a contextualized and empirically grounded definition of cultural reflexivity. Secondly, it demonstrates that migrants’ consumption discourses revolve more around disruptions of routines than around acculturation processes. Thirdly, the chapter illustrates the use of nostalgia for emotional valorization of cultures beyond classical home cultural authenticity discourses.

Social enterprises (SEs) have become important new actors in solving grand challenges in a VUCA world. Nevertheless, International Business (IB) research has paid little attention to them. To address this gap, we draw upon a comparative case study of two SEs: one addressing poverty and the other tackling ocean plastics pollution. Our analysis uncovers two issue-specific internationalization paths: a multi-local path and a born-glocal path. On the basis of the findings, we re-conceptualize internationalization in the context of SEs as an ongoing, issue-specific process of social impact scaling through bricolage, global optimization, and local integration. We conclude by offering suggestions for further accounting for SEs in the IB research agenda.

This opening chapter sets a frame for the chapters of this volume, dealing with how the dynamic dialectic interplay between forceful global societal forces and context shape humanity’s education response in various parts of the world. “Context” as a perennial threshold concept in Comparative and International Education is explicated. It will then be explained how, during its long historical evolution, scholars in the field each time had to contend new contexts, or reconceived the notion of “context” in a new way. Subsequently the problems of an overly fixation on the historical and the present, to the detriment of the future, and inertia are extant in the field, will be explained. The unprecedented, seismic changes currently impacting on the societal context worldwide, will then be enumerated. These changes can be subsumed under the collective name of globalization. The concept globalization is then clarified, and the take of the scholarly community on the impact of globalization on education is then mapped and interrogated. The authors’ stance on this is stated, namely that a dynamic interplay between global focus and contextual realities shape education in various parts of the world. It is in this theoretical frame that the remainder of the chapters of the volume is presented, combing out the main features of education development in each part of the world, as a dialectic between global forces and contextual imperatives.

As an interruption to existing nationalistic and neoliberal frames, teachers are beginning to embrace cosmopolitanism to ground literacy instruction. The purpose of this chapter is to explore the possibilities and tensions of using a cosmopolitan approach to literacy instruction. This chapter presents a qualitative study of interviews with 24 educators from the United States, Belize, and China to examine curricular and instructional choices educators report using to promote students' global meaning-making and cosmopolitan worldviews. Findings include three themes: situated relevance, glocal connections, and intercultural collaboration. Participants reported that creating a welcoming environment and promoting equality in the local classroom is foundational to teaching students at the local or global level. Teaching global literacies included teaching about similarities and differences locally and internationally and making local–global connections on issues of importance to the students. Also, participants reported that for students to engage in global meaning-making, they needed to dialogue and collaborate with people from different countries. While the findings present possibilities, the discussion approaches the data through the lens of potential challenges. Some participants reported first helping students move beyond ethnocentric thinking and stereotypes through reflexive exercises so that students could constructively interact with peers cross-culturally. However, not all participants taught reflexivity or with a critical lens. This study may bring awareness to educators as to curricular choices and instructional processes that hold promise for promoting students' global meaning-making.

This chapter looks at how sensitivity to event design and the creative process for an arts event also can have an impact on its ongoing management and tourist experience, by applying a new assessment tool, sustainable creative advantage (SCA), to gauge its performance.

A case study approach was used to assess SCA for the Sculpture by Sea, Bondi, Sydney 2015, in order to discuss how its management enables satisfying arts leisure experiences. Two key activities in the research were (1) in-depth interviews with organizers, full and volunteer staff, artists, gallery owners, and participants and (2) participant observation of touristic performances and other forms of engagement with the sculptures.

In its 19th edition, the event could still be considered a fresh and inspiring experience for tourists. However, crowding on weekends can affect the experience for all participants. Tactile tours are a unique feature of the event and could be promoted more to tourists, particularly the disabled.

Applying SCA needs careful timing, in order to collect information when interviewees are available and the event itself is running. Approaches should be made to organizers before, during, and after the event for information.

Event organizers could use SCA to understand more about controlling tourist experiences and how creative management and marketing of an event can have an impact on overall participant satisfaction.

Could also offer insights to academics studying glocality and events, the relationship of curatorial power to content/experience, or how such events can add to the study of leisurescapes in cultural tourism.

The paper examines two discourses of bereavement that crystallized simultaneously in Israel as the third millennium began. One is “the economic discourse of bereavement,” with which official organizations dealing with bereavement sought to “free themselves” from the state's directives on entitlement to compensation. Army widows argued that compensation should not depend on their refraining from remarriage, while bereaved parents demanded it would not be contingent on a means test. They urge for liberation from “role demands” and for presenting entitlement to compensation as entitlement to personal rehabilitation, without using it to support pro-establishment behavior or unending interactions with establishment supervision. Those claims express the linkage of bereavement to globalization and individuation, and the desire to rebel against the republican equation conditioning entitlement to welfare on “proper” establishment-compliant behavior. A second discourse is the “hierarchy of bereavement discourse” – which was placed on the agenda together with the first one, and by the same organizations. Unlike the economic discourse, this one acted to replicate the monopoly held by families of IDF dead in the Israeli pantheon, with attempts to bring into it a group of families of civilian bereavement (families of terror victims). The discourse relies on purely republican underpinnings, complying with the spirit of the local–national period. Exploring the two discourses, that were promoted simultaneously by the same agents, assists an analysis of the Israeli discourse of bereavement that results in its definition as “glocal.” This transpires from a review of the literature showing that – even in the face of globalization processes – national–local foundations remained stable. The paper first engages with the concept of glocalization, the ethos of republican citizenship, and, as a facet of it, the identification of social policy as an agent of the social hierarchy, as well as changes in citizenship during globalization. The second section reviews the status of bereaved families, and the central discourses they have promoted in Israeli society. The third and major part contains an analysis of both discourses – the economic discourse of bereavement, and the hierarchy of bereavement discourse. Finally, we attempt to analyze and explain how apparently antithetical discourses took shape in tandem, drawing on the term “glocalism” and the impact of citizenship models.