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According to the Ministry of Tourism and Creative Economy, there are 7,275 indigenous tourism enterprises in Indonesia. However, only 0.5% of these are certified as a sustainable tourism village. One of them is the Karangrejo village in Borobudur, Indonesia. This village is able to sustain their enterprise, which is a unique and rare context. This study aims to address this gap by examining the sense of place value created from the collaboration between actors, mapping the actors and their resources who have crucial roles in indigenous tourism enterprise, and examining the relations between actors, mapping the characteristics and efforts made by the indigenous tourism enterprise. The novelty of this research is the unique context that it takes place, and the use of comprehensive theoretical perspectives combining architecture, sociological social psychology and marketing/business theories in tourism context, which is uncommon for research in this area.

Participants in this study were 17 individuals, comprising Village Chief, accompanying state-owned enterprises, tourists, owners of micro, small and medium enterprises, village economic center manager and village-owned enterprises manager. Data were collected from interviews and field recordings using purposive sampling technique. The study design was a case study. The data were coded in two steps: first cycle and second cycle coding. Member checking with research participants was conducted to ensure data credibility.

This study revealed several novel findings. First, sense of place value was not merely perceived as material and nonmaterial components, but also as networks between actors that were involved in creating such components within (value) exchange framework. Second, the actors involved in the exchange were provider actor, external supporter actor, internal supporter actor, collaborator actor and consumer actor. Each of these actors owned one or a combination of material and nonmaterial values that are exchangeable. Mapping of the actors involved was discussed using a combined perspective of consumer-centric and balanced network. Third, exchange relations that occurred between actors could be balanced or imbalanced, depending on the amount of resource owned by each actor. Nonetheless, imbalanced relations because of discrepancies in the value contributions could still have positive impact because it was motivated by the intention to help others. Fourth, this study identified the importance of having characteristics as resource integrator/gatherer for indigenous tourism enterprise (provider actor) to ensure the economic sustainability of their business.

This study was conducted during the COVID-19 pandemic, where governments imposed strict travel restrictions. Consequently, data from tourists were limited in particular, the lack of perspectives from international tourists. During the data collection, the government were still limiting international travelers to visit the country, hence only domestic tourists were able to visit. The perspectives of international tourists would have added valuable data. Because of pandemic, the data collection process was initially conducted online, which was then followed by in-person data collection. Online data collection is common in research; however, in-person data collection would have been more preferred, where possible, so that the researchers could directly observe the situation in context. Future research could be conducted after the pandemic ends. Furthermore, findings of this research asserted the importance of actors’ motives, situations, quality of the values and relational attributes, but had not discussed these in detail, especially from the perspective of each actor. Future research could address this limitation.

Enhancing material and nonmaterial sense of place value would involve multiple actors. Therefore, mapping of the resources owned by these actors as well as their roles is critical. To create sense of place value, synergy between actors is essential and could not be achieved by a single actor. Every actor is influenced by motives and circumstances when interacting with the other actor. Awareness of such motives and circumstances where the exchange takes place is necessary, to ensure that the cultivated relationship aligns with the goals and expectations. As exchange relations could be balanced or imbalanced, every actor also needs to be aware of their position and continuously evaluate it to avoid being constantly in a powerless position. Indigenous tourism enterprise could not singlehandedly provide every resource needed. Therefore, developing a character as a gatherer/resource integrator becomes crucial to gain access to all necessary resources. Currently, there are no tools available for identifying actors, resources and relational attributes. This could be a potential avenue for academics in this area. Further, the government should identify the best practice from the successful indigenous tourism enterprises, not only giving recognition awards or certifications to these enterprises.

Findings from this study have several contributions; among others, it discussed sense of place value of indigenous tourism enterprise more comprehensively, as the essential actors who exchange resources were identified. This study also underlined positive power imbalance, which had been generally seen as a negative dynamic. Moreover, this study highlighted that indigenous people, despite living by communal value (non-transactional) in their daily lives, would need to engage in transactional relations and develop resource integrator characteristics to maintain tourism enterprise. Indigenous people have often been seen from their communal side, while their transactional (non-communal) side has been rarely seen.

Recognising current, significant rates of youth sexual violence and abuse (YSVA) and the need for more comprehensive prevention approaches to combat this social issue, new approaches are required to ensure that agency is given to the people who are most affected and who know their lives the best. This paper aims to report a youth-led (Young Voices United [YVU] Committee) participatory design approach aimed at delivering the highest level of engagement to understand what people agree is needed to reduce YSVA in their own communities.

The seven-step co-design (Trischler et al., 2019) process was implemented following ethical clearance. Over five months, 13 group co-design sessions involving 102 young people aged 12–25 years, 17 parents/caregivers (including young mums) and 9 teacher/guidance officers were conducted. Purposive sampling was undertaken to ensure that young people who had previously experienced YSVA or were most at risk of experiencing YSVA were overrepresented. Convenience sampling was used to gain wider community involvement in co-design. Four sessions were facilitated by YVU members, who were aged between 12 and 25 years, and more than 66 people helped the design team. Inductive thematic analysis identified emergent themes across completed co-design sessions.

New ideas and solutions to prevent YSVA can be identified by young people who have previously experienced violence, carers, other young people and community members. A core finding in this study is the need for positive relationship role models and an enhanced understanding of consent. Education and training, a community promotional campaign, sector involvement, capacity-building and consideration of the unique needs of different target audiences were key ideas emerging from youth-led co-design. The YVU Committee provided recommendations for resource prioritisation.

This youth-led co-design process empowered the community. Project stakeholders have since formed partnerships won funding and used that funding to co-design and trial a new programme aiming to provide a safe haven for young people at risk of YSVA. The pilot programme delivers a safe and supportive environment for young people delivered at a time when it is needed most. Other geographical areas are now seeking to replicate the programme. The co-design processes and tools detailed in this study can be adapted to the design of programmes for those already engaged with the youth justice system and should be considered as part of a public health approach to effectively prevent and respond to YSVA and other youth crimes.

This paper advances understanding, providing a practical approach that ensures youth views are given weight [audience and influence described in Lundy’s (2007) participatory framework]. This paper explains how the YVU Committee, established at the commencement of the project, oversaw the community co-design effort, which followed Trischler et al.’s (2019) seven-step co-design process. Ideas were generated, and consensus views were consolidated, delivering the highest level of engagement according to Willmott et al.’s (2022) methodology, agent of change, training and engagement taxonomy. The participatory design method led to high levels of community engagement, and the success of the project is attributed to the establishment of the YVU Committee and stakeholder support.

Climate change is recognised as a severe threat to human and planetary wellbeing. Many children and young people around the world have chosen resistance as their form of resilience in the face of the climate and biodiversity crises that threaten their current and future wellbeing. Their activism has widened the discourse pertaining to the climate emergency from a narrow focus on technical and scientific sources, bringing the discussion into broader public consciousness. In Aotearoa (New Zealand), the context for youth climate activism also reflects commitments to Māori, the Indigenous people, and to Pacific Peoples, given the ongoing impacts of histories of colonisation. This chapter draws from a range of focus group interviews with young Aotearoa (New Zealand) high school climate activists, and Māori and Pacific children and young people ranging in age from 10 into their 20s. Data were gathered during a recent small-scale project to develop a wellbeing guide which accompanies a climate change education programme for schools. It identifies the collective, collaborative leadership exhibited by these young people of diverse backgrounds, as well as their sophisticated analysis and advocacy for urgent remedies to address the climate crisis. It is argued that, instead of focussing on the blinkered continuation of restrictive assessment-driven pedagogies, teachers need to meet the moment of the current convergence of inter-related crises which include, along with the climate emergency, biodiversity loss, pandemic related exacerbation of socio-economic inequities, global conflict, and the unsustainable agenda of current global neoliberal economics. This can be done by supporting children and young people with knowledge and skills for climate action as they seek hope through active participation in endeavours to reshape their potential futures.

In this chapter, we present critical race theory (CRT) with a focus on Latino critical theory (LatCrit) and its impact on Latinx educators, Latinx youth, and Latinx communities. We focus on identity inclusion and Latinidad as a way to increase critical consciousness of educators and Latinx youth, language rights, and feminist pedagogies of resistance. LatCrit frameworks are used as transformational resistance and afford a productive platform for developing critical understandings of the educational experiences of Latinx youth. We discuss relationships and community through the alignment of LatCrit and critical pedagogy and the application of critical theory and community-responsive pedagogy in increasing equitable outcomes in educational settings that support Latinx youth and families. We provide recommendations to address the challenges Latinx youth face and how Latinx educators can continue to support youth through a LatCrit framework, and a summary of possible solutions to consider. We close with some reflection and dialogue questions.

This chapter provides a brief overview of community sanctions in Australia and examines the extent to which McNeill’s analysis in Pervasive Punishment (2019) is applicable in the Australian context. Two key issues in the Australian context are, firstly, state and territory-level variations within a federal political structure, and secondly, disproportionate Indigenous imprisonment and community sanction rates and the generally destructive impact of the criminal legal system on Indigenous communities and peoples. The chapter argues that developing a better agonistic politics around community sanctions requires descending from the broad level of historical and sociological analysis to examine state and territory-level variations in judicial and correctional structures, histories and cultures. Further, that Australian community sanctions cannot be understood without a primary focus on the differences between Indigenous and non-Indigenous rates, experiences and meaning. The key to addressing the destructive impact of criminal legal processes and practices on Indigenous peoples lies in developing Indigenous governance, empowerment, self-determination, sovereignty and nation-building. Two recent developments promoting Indigenous governance are examined: the Uluru Statement from the Heart and Justice Reinvestment projects initiated by First Nations communities, highlighting the importance of activism, contest and struggle by community organisations.

The purpose of this paper is to investigate the integrated role of psychological, economic and environmental determinants of entrepreneurial intention among tribal community.

This study applied the utility maximisation approach to model the determinants of entrepreneurial intention (EI) among tribal youth. Using a non-linear qualitative response model, the study examined the effects of psychological, economic and environmental determinants tribal youth entrepreneurship intention. A total of 363 tribal youths were sampled across the eastern central region of India.

The result from the use of a logit model revealed strong evidence in favour of economic and contextual factors in comparison to psychological factors as determinants of EI among tribal youth. Further, the external environmental factors along with socio-economic background of tribal community were found to be dominant in influencing their decision to be an entrepreneur.

This study provides empirical evidence for the integrated and relative role of psychological, economic and environmental factors in shaping the entrepreneurial career decision of tribal community. Hence, one of the key contributions of this research was the development of an eclectic theory of tribal entrepreneurship.

This study discovering the determinants of entrepreneurial decision of tribal community using some recent advances in non-psychological approaches to study entrepreneurship. The domain of tribal/indigenous entrepreneurship is still in a nascent stage and in this context, it enriches the literature by closing few glaring gaps.

Although special education was built upon the foundation of the Civil Rights Act of 1964, the discrimination that many racialized students receiving special education services experience cannot be denied. Many culturally, ethnically, and linguistically diverse students receiving special education services encounter labels that perpetuate racism and ableism and lead to inequitable access to services and resources necessary for more positive postsecondary outcomes. By honoring intersectionality and dismantling the singular identity, educators can become change agents and shift the historic oppressive narrative to create a system of empowerment as these individuals transition from transitional kindergarten to age 21 special education programs (TK-21) schools into adulthood.

This study aims to illustrate how white supremacy culture can be produced within nonprofit organizations with a mandate to serve marginalized communities and provide practical suggestions for preventing oppression.

The site of inquiry was a nonprofit organization in south central Texas that provides social support to queer and trans youth. Through critical ethnography, the researchers evaluated the organization's processes and structure (including hierarchy, decision-making, fundraising and interactions between leaders, partners and affected groups) to explore how the organization perpetuated attributes of white supremacy culture.

Data reveal that the organization alienates the youth, volunteers and employees through defensiveness, fear of open conflict, paternalism, perfectionism and power-hoarding.

A dearth of research focuses on how white supremacy culture manifests in organizations serving marginalized communities. This paper addresses this gap by focusing on a nonprofit organization in central Texas that supports queer and trans youth. The authors offer recommendations for addressing white supremacy culture in organizations and suggest future research opportunities.

This chapter is in part a review of the educational state of indigenous Filipino peoples (IPs) through the lens of Critical Race Theory (CRT). Reports and observations from various literature on IPs in the Philippines were cited to show that the IPs' general educational, economic, social, and cultural situations similarly illustrate the following tenets of the CRT: (1) race is a social construct; (2) racism (discrimination against IPs in this case) is pervasively common; (3) active pursuit of equality happens only when it benefits all; (4) racism (discrimination against IPs in this case) is usually intertwined with abuses, inequities, or oppressions related to gender, religion, sex, economic status, education, physical state, mental capacity, and other variables; (5) racial groups (indigenous groups in this case) have perspectives that run counter to the mainstream perspective; and (6) laws and policies are not neutral when they do not eradicate social inequality. To develop a socially just or highly inclusive curriculum for indigenous students, it is necessary to involve organic resource persons in crafting or modifying a curriculum that responds well to the needs of the IPs. This is an imperative government and education agenda if the Filipino people are aiming to attain high-level inclusive and organic education for the IPs in the Philippines.