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The purpose of this chapter is to map out the role of arts and the transfer values of the case of intensified music education as a governance tool for cultural sustainability. It takes the form of a literature review, which reveals that the role of arts in terms of governance of cultural sustainability includes the arts as issues of cultural heritage; symbolic translations of cultural values; transferring learning about emotions and life-quality, cooperation and linguistic-logical skills and potential transmitters of socio-economic enhancement of individuals performing it. The negative outcome is that the arts are predominated by the elite and wealthy, and that the potential of the role of the arts in the public education curriculum has not been utilised nor preferred in many countries as a result of low government expenditure. Other projects may exist in non-academic public media that may confirm or reject the findings. The chapter suggests academia and practitioners study, impact and initiate better ways of including the arts in the governance of cultural sustainability through public education. The inclusion of the arts in public education can improve the livelihood of children in all socio-economic areas. It connects two different literatures – that of cultural sustainability and that of traditional art studies in education, and raises questions about current governance practices underestimating the value of including cultural sustainability in governance and the role of the arts herein.

This chapter is concerned with the social pillar of sustainability and how management education can assist in ensuring the equity among people that is necessary to achieve sustainability. The chapter considers how a sense of responsibility towards ensuring equity and fairness is derived and the sources of this. It argues that early education teaches aspects of fairness, but at a higher education level, further education is a working context continues to be necessary but is very often absent. It is at this stage that the educators in management have a role and responsibility. Unfortunately in a work context, people tend to be considered merely as operands within a production process and not as real people, and thus considerations of fairness and concern tend to be eliminated, with a tendency towards exploitation. This of course is not sustainable, and the chapter argues that at the higher education level this can be addressed with noticeable effect.

This chapter uses findings derived from interviews with 13 Ontario (Canada) secondary school principals to identify conditions that contribute to emotional labor, experienced in their work. Five workplace conditions that heighten participating principals' emotional labor emerged from the interviews, including advocating for students, work intensification, navigating their local policy context, managing workplace conflict and crises or tragedies in the school community. The findings suggest a need to clarify legislated expectations and responsibilities placed on principals to accurately reflect their work and counter the impact of work intensification. Principals could benefit from additional supports to deal with the impact(s) of work intensification, shepherding the school through crises or navigating shifting policy contexts and conflicts in the workplace. Rather than treating the symptoms that result from emotional labor, concrete efforts are needed to change the culture of the principalship in order to maximize the impact of leadership on student achievement.

The global Clinical Legal Education (CLE) movement transcends borders as law teachers worldwide try to inculcate law students and future legal practitioners with social justice values. One method of achieving this is through developing reflective practitioners. Kolb, finding common ground in the work of Lewin, Dewey, and Piaget, formulated the four stages in the experiential development of concrete experience, reflective observation, abstract conceptualization, and active experiment. Although Kolb’s model is used in legal education literature, students may not be provided with the relevant conceptual tools required to engage in reflective practice. This often results in students providing subjective analysis of their work, which fails to fully contribute to their educational experience. One of the reasons for omitting analytical tools is that reflective practice suffers from a lack of conceptual clarity. According to Kinsella, the “concept remains elusive, is open to multiple interpretations, and is applied in a myriad of ways in educational and practice environments”. A further issue hindering reflective practice relates to Donald Schön’s critique of the positivist approach adopted by law schools.

This chapter will apply a human rights framework to CLE to develop reflective practitioners. The two main reasons for this are, first, human rights as formulated by the Universal Declaration on Human Rights are universal, interrelated, and indivisible and, second, reflection based on these universal human rights values will benefit cross-jurisdictional societies in assisting vulnerable clients affected by emerging implied and direct human rights challenges.