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This paper aims to analyse globalisation, localisation and glocalisation on the real estate market and define the characteristic features of a glocal real estate market (GREM). The GREM involves real estate properties and real estate products, as well as linking the local and global dimensions of real estate market. Further aims of the study were to provide a methodology for developing the glocal real estate market index (GREMI), and compare selected European markets by analysing their glocalisation potential.

A novel method of identifying and assessing the GREM was prepared in the work. The methodology provides tools for calculating the GREMI. This is an index based on a few dozen variables from various thematic scopes, describing the glocalisation potential of a selected market, calibrated to a range <0, 1>. GREMI values were calculated for 12 countries, which accessed European Union (EU) in 2004. The sample covers period from 2004 to 2017.

The study shows that the GREMI continues to increase in all countries over time and the results are becoming synchronised. Romania is a country with the highest number of minimum GREMI values in all years (2004–2017). The highest values of the GREMI were determined in Estonia over the period of nine years (2004–2006, 2008 and 2013–2017).

The prepared index may be applied to analyse different real estate markets, though the necessity to select an identical set of variables for analysis to allow for comparing between markets is a limitation for applying the method. The actual selection of variables is also a study limitation, which was of an opening nature to research in this scope and may be disputable.

This paper provides the original methodology of the GREMI index for countries joining the EU from 2004 onwards.

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.

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.

Authors’ experiences encourage teachers and learners to consider the impact of integrating an intersensory transformative curriculum that explores how the senses interact with each other in different combinations and hierarchies (see Howes, 2003). Such efforts may require a deeper and more comprehensive analysis of the senses in understanding self with a focus on increasing consciousness, meaning-making, and embodied experiences (Boske, 2011b; Burns, 1978; Eisner, 1994; Noddings, 1984). All human experiences are essential to interpretation of the senses. Attending to the sensorium, which embeds the senses throughout learning, may encourage connectedness among self and others; and ultimately, provide spaces to promote equity in schools. Teachers and learners, in developing this socioecological perspective by designing curricula to include readings and activities centered on deepening personal knowings, can work to collectively engage in making connections among self, social justice and equity, and addressing larger societal issues (Furman, 2012; Jean-Marie et al., 2009).

As school leaders across the world wrestle with ways to think about, respond to, and act upon social justice, this chapter provides a way for school leaders to think about what it means to lead for social justice in schools. The chapter offers a template to ground school leaders in socially just practices. The authors contend those interested in leading schools do not need to wait for external agencies to take actions that align with their beliefs and vision to serve school communities in socially just ways. School leaders have the capacity to demonstrate their convictions and commitment to foster meaningful change. The authors suggest such changes promote opportunities to frame a new common discourse in educational leadership: pursuing a new vision for leading for social justice in schools.

The concept of development has gone through several paradigm shifts in the last six decades, from the post World War II idea of “modernization” to sustainability and gradualist institutions-concerned strategies, although the neoliberal laissez-faire approaches still hold considerable influence, even in international organizations. Development is a complex concept. Definitions have changed throughout time and it is crucial to understand the concept vis-à-vis tourism. It is no longer possible to defend that tourism investments will automatically create development. Understanding the nuances of the concept has become essential if one is to sustain that tourism does play a role in development.

Currently, urban social movement studies pay much attention to the emergence of ‘new’ anti-racist and post-colonial transnational urban protest networks and protest formations. Drawing on ethnographic research, I illustrate such developments with reference to autonomous/anarchist Left-wing urban protest in Vienna during the last decade. I thereby combine (Neo-)Marxist critical urban theory and the discursive and cultural studies' inspired approach of radical democracy. I argue that this perspective on urban protest allows for an integrated analysis of its material and discursive groundings. Such an approach would point to material/ist, spatial and cultural aspects of urban protest politics and could thus be fruitful for further discussion, political analysis and political action.

This paper provides a discussion of the role of school leaders in establishing democratic principles in a post‐conflict society. Drawn primarily from the author's experiences in Kosovo, the paper briefly introduces the historical and contemporary socio‐political context of the region, and then examines the role of school administrators in a post‐war society. The paper concludes with some recommendations intended to assist both the designers and recipients of educational leadership professional development programs in post‐conflict societies.

The purpose of this paper is to interrogate the potential for hyper‐local news websites to support and sustain peripheral rural communities by extending and developing the public sphere(s) in which they engage locally and globally.

Theoretical understandings of communicative spaces, monitorial citizenship and “liquid life” and journalism developed by Jurgen Habermas, Michael Schudson, Zygmunt Bauman and Mark Deuze inform this pilot study of a hyper‐local project undertaken by a UK media corporation. Data sets comprising documentation; news‐website content; interviews with journalists; “knowledge café” exploration of audience interactions and questionnaires are analysed to identify themes and sub‐themes in the production and use of media content.

The hyper‐local project was found to have been put in place without engaging effective involvement of the community concerned and the initial conceptualisation, predicated on assumptions of an inward focus for the community, did not recognise the importance of communicative networks which both supported sustainability within the group and situated that community in wider social, cultural, economic and media dimensions. As such the project tended to reinforce, or at least, not mitigate, the community's geographical isolation.

This is a small‐scale pilot project exploring new forms of media/community engagement and, while the results can be regarded as indicative, further research is needed to investigate hyper‐local developments in a wider contextual field.

The paper addresses an important but little‐researched emergent issue: “hyper‐local”. It explores in detail some of the complexities that are beginning to be theorised in broad terms and extends understandings of local‐level practices and processes.

Gordon Gekko's words, although spoken by a fictitious Hollywood character, captures the spirit of a very real age: the Age of Greed. This was an age that, in my view, began when the first financial derivatives were traded on the Chicago Mercantile Exchange in 1972 and ended (we hope) with Lehman Brothers' collapse in 2008. It was a time when ‘greed is good’ and ‘bigger is better’ were the dual-mottos that seemed to underpin the American Dream. The invisible hand of the market went unquestioned. Incentives – like Wall Street profits and traders’ bonuses – were perverse, leading not only to unbelievable wealth in the hands of a few speculators, but ultimately to global financial catastrophe.