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The emergence of intrastate conflicts has not only laid bare the limitations of ‘liberal peace’ strategies but has also raised questions on the utility of such ‘top-down’ strategies in societies that use traditional methods for conflict resolution and transformation. Such limitations in liberal peace strategies have also generated interest in the utility of traditional conflict resolution and transformation methods, especially in the Global South. Using Volker Boege's framework of traditional conflict transformation and employing case studies from Papua New Guinea (PNG), Rwanda and Timor-Leste, this chapter argues why traditional methods of conflict resolution and transformation still bear relevance in societies where culture and custom play an important role in social harmony and peace. By discussing these cases and using the lessons learnt from their discussion, the chapter concludes that even with their apparent utility and use in ‘hybrid’ models of peace, such traditional methods should be employed with care and after understanding of various social, cultural and historical variables.

Tourism development is often seen as a tool to empower rural and peripheral communities. Problems can arise if there is an imbalance in the power relationship between local communities and external actors promoting development, including investors and Non Government Organisations (NGOs). This chapter examines the issues of leadership and power related to a hotel project operated by a private company in a small rural town in Timor-Leste. While there was initially substantial support for the project, the private company leading the project failed to adequately engage with community leaders creating feeling of loss of authority. Moreover, the members of the community who were not directly associated with the project felt that there was a gap between promises made to the community and the actual outcomes.

Studies of disaster and conflict often mention the Indonesian case of Aceh province because of its twin histories of separatist conflict and the 2004 Indian Ocean tsunami, each with massive losses of life and infrastructural damages. This chapter addresses the tourism angle in Aceh’s tourism–disaster–conflict nexus with a review and analysis of the efforts to memorialise these events through the establishment of museums in Banda Aceh, the provincial capital. Museums that preserve dark aspects of the past, such as violent wars, disasters and mass death must navigate the tension between providing a record of what has occurred and engaging with collective memory while not denying the individual experience of the event. The tsunami has been formally commemorated with a monumental, centrally located museum. Meanwhile, a few local non-governmental organisations with a small grant from an international donor struggled to establish a Peace and Human Rights Museum to commemorate the violence and human rights violations of the war in Aceh. Memories of Aceh’s conflict remain largely in the informal sphere. These divergent memorialisations of Aceh’s disasters and conflicts serve as a point of entry for examining how museums and their benefactors engage in contested memory politics.

In this chapter, increasing education civil society organization (CSO) and coalition participation in education and development policy processes is interpreted from the perspective of network governance theories. In 2015 “deadline” year for the Education for All and the Millennium Development Goals, I consider their significance and influences within the decolonizing and reorienting “policyscapes” that govern the region and/or sub-region that is variously known as Oceania and the Pacific. The chapter is based on continuing research begun in 2007 into education policy processes at multiple discursive and geographical levels of activity, with a focus on the Southeast Asia and the Pacific, and Melanesian sub-regions. A critical educational policy approach is taken, specifically drawn from the application of methods of Critical Discourse Analysis based in critical development and postcolonial theories. These analytical strategies are particularly salient in mapping and understanding how education policy actors, some “new,” have moved toward and through inclusive and protective regionalism(s). These had developed prior to and during the past quarter of a century of significant changes to governments, governing and governance in the Pacific, Oceania, and well beyond.

This chapter reviews and synthesizes three major strands of recent research, alongside discipline-specific research design, from scholars of Language Issues in Comparative and International Education. The first strand is mixed methods research on the policy and practice of L1-based multilingual education programs, and their contribution to raising educational quality and addressing equity and inclusiveness worldwide. The second strand is qualitative, community-based research of educational programs aimed toward revitalization of minoritized, indigenous, and/or endangered languages. The third strand is empirical and theoretical research that seeks to document, contest, and reconceptualize the dynamics among dominant and non-dominant languages within and between international contexts. The authors explore points of synergy between studies, examine publication in the field from a meta-perspective, and suggest encouraging directions of future research, while highlighting the value of non-dominant languages as resources for education and life.

This introductory chapter defines and notes the development of tourism out of Asia as a new force in global human communication. The complexities and some efficiencies in defining Asia are reviewed. The chapter considers dispersal patterns from a number of Asian countries and notes the chief destinations as provided by current statistical counts. Key issues arising from attempts to interpret these data are noted. The importance of out of Asia tourists is confirmed through the material presented. The visibility of Asian tourists is considered and the subtleties of recognizing intra-Asian differences are noted. Some select theoretical approaches focussing on societies in contact are introduced. These theories offer pathways to bring academic and managerial insights to this evolving phenomenon.

Purpose – The purpose of this chapter is to show that because the evolutionary roots of many kinds of phenotypic social phenomena can be partly traced to genotypic factors, it would be useful for social sciences to adopt a socio-biological research formula, which combines the impacts of genotypic and environmental explanatory factors.

Design/methodology/approach – The exclusion of evolutionary factors from social sciences and some previous studies using evolutionary factors is first reviewed, after which a socio-biological research formula (y=(a+b)+x) is introduced. It is hypothesized that national IQ as an important genotypic factor explains a significant part of the global variation in all kinds of phenotypic social phenomena. The hypothesis is tested and the use of the socio-biological research formula is illustrated by studies of democratization (ID-10) and human development (HDI-11).

Findings – The results of correlation analysis support the hypothesis on the evolutionary variable’s (national IQ) universal explanatory power. National IQ explains 33 percent of the variation in ID-10 and 68 percent of the variation in HDI-11. Environmental variables increase significantly the explained part of variation in a dependent variable in the case of ID-10 but less in the case of HDI-11.

Practical implications – Because it is evident that national IQ as an evolutionary variable explains a significant part of the variation in all kinds of phenotypic social phenomena, it would be sensible for social sciences to adopt the suggested socio-biological research formula based on the idea that intelligence constitutes an important common explanatory factor.

Originality/value – The suggested socio-biological research formula provides for the social sciences a common theoretical starting point to study many kinds of social problems.

The purpose of this chapter is to explore practices of early childhood education (ECE) in four Southeast Asian countries, Indonesia, Malaysia, Vietnam and Myanmar. For the past years, the attention toward ECE in these countries have arisen, partially as the result of the international development agenda such as Education for All, Millennium Development Goals and the latest Sustainable Development Goals. This chapter argues the extent to which the practices of ECE in these four countries are the result of their ongoing negotiation between the global and the local values. The chapter also elaborates the gap in the extent to which neoliberalism is very dominant in the ECE. Hence, despite the rhetorical that emphasize the importance of ECE, ECE is largely dominated by private sectors. This situation might create an obstacle for children’s access and participation to ECE sectors. Hence, this chapter serves as invitation for the government to spend more budget to ECE so that ECE can be accessible to all children in the regions.