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Disaster management practices depend on societies' knowledge. As climate change rapidly reshapes knowledge, questions arise about how knowledge for disaster management is produced and (re)shaped in modern world and how effective it is to withstand the ever-growing frequency and magnitude of disasters. This paper discusses the dynamics of knowledge creation and its use for disaster management in Chokwe district, southern Mozambique.

The study reviews historical archives to identify how disaster management knowledge has changed from pre-colonization to the present.

Before colonization, local knowledge associated with traditions of asking gods and ancestors for rain and blessings in life prevailed. With colonization, around the 1500s, Portuguese rulers attempted to eliminate these local practices through an inflow of European settlers who disseminated scientific knowledge, built dams and irrigation schemes, which changed the region’s knowledge base and regimes of flooding and drought. After independence in 1975, the new government nationalized all the private property, expelled the settlers and imposed a socialist order. All knowledge on disaster management was dictated by the new government; those against this new order were sent to re-education centers implanted nationwide. Centralization of knowledge and power was, therefore, implanted. Socialism collapsed by the 1990s, and over time, there has been an amalgam of different knowledge bases and attempts to recognize local disaster management practices.

The Chokwe case shows that knowledge for disaster management evolves with local socioeconomic, political and environmental changes.

This paper explores the indigenous climate knowledge (ICK) of the Gwadar fishing community in Pakistan. The main purpose of this paper is to explore the accuracy of ICK and how climatic change brings changes to it and the social lives of local fishers.

Qualitative research methods, including participant observation, in-depth interviews and oral histories, were used to collect the data.

Finding from this long fieldwork shows that this fishing community has a harmonious relationship with nature and local ecology. Their knowledge of local ecology enables them to have equal access to natural resources, sustainable resource management, disaster risk reduction and strong social organization on the coast of Gwadar. Recently their deep relationship with local ecology and sociocultural organization has been disturbed due to huge climate changes caused by human manipulation of the environment. Their ability to foresee climatic events has been reduced. They are finding it impossible to estimate fish availability due to massive climate changes. Local communities are losing their traditional livelihoods and socioeconomic autonomy as a result of growing climate change. Climatic change adds to the existing poverty situation and increases political instability in the region.

The study suggests using the fishermen’s valuable indigenous knowledge of local ecology, climate and its ties to local traditions, culture and resource management for a scientific understanding of climate change and marine resource management in Gwadar, Pakistan.

This is an ethnographic study based on a long term field work. Fishing community is passing through catastrophic climatic changes in the region. This community has been ignored by both government and researchers to record their problems and bring them to academia and media. Therefore, this study will help them raise their voices.

This study explores a program to transform rural schools in Kwara State, Western Nigeria, into community knowledge hubs by leveraging local networks and community-based workshops. It aims to demonstrate how local resources are utilized to enhance educational outcomes and community engagement in rural settings.

Employing a qualitative research methodology, the study analyzes the implementation of this program through interviews with 13 teachers and in-field participation, examining the perspective of local teachers.

The findings reveal that this program has significantly enriched community engagement with practical skills both for students and the adult population, fostering collaboration between community and schools. Local teachers, leveraging their rural networks and knowledge, have been central to mobilizing networks and integrating practical education that addresses community-specific issues.

The critical role of participatory educational strategies is highlighted, designing interventions for the distinct needs of communities. It notes the variability in potential outcomes due to the self-designed networks by local teachers, suggesting a need for exploration into how these networks’ configurations are developed in different places.

This study advocates for the creation of comprehensive programs including all local stakeholders in developing a dedicated support community network. It emphasizes non-formal education to offer a variety of learning experiences, which may be more effective in fostering community-wide educational engagement.

This study contributes to the academic literature by highlighting the critical role of local networks in African rural education settings. It provides a novel perspective on how rural schools can serve as hubs for community development and lifelong learning for the whole community, extending beyond traditional educational outcomes only for students.

The research paper aims to explore how tour guides can contribute to regenerative tourism and the ways in which natureculture guiding practices align with stakeholder interests and the perspectives of tourism futures.

The ethnographic study used a multispecies approach to nature-based tourism in Arctic Norway and Sápmi, incorporating a Sámi methodology and non-human relationality.

The tour guides recognise that they are part of a more-than-human world and practice ethics that are responsible for their relations to non-human actors. Transformative experiences that are active learning opportunities can strengthen a sense of care within the tourists and pose as potential regenerative incomes in local communities, instead of extractive industries. Local knowledge and Sámi ways of being have a vital role in the tour guides' natureculture practices, which can revitalise cultural heritage and strengthen Indigenous empowerment.

The article suggests that tourism management and local governments must prioritise the support of tour guide initiatives involving restorative properties for socio-ecological systems. Citizen science and cultural activities are some ways that can generate a thriving ecosystem and create meaningful interactions between local communities and tourists.

The research highlights the unique role of tour guides as intermediaries who can translate regenerative principles into action, communicate the essence of place and take part in innovative collaborations. Tour guide practices align with the stakeholder view that tourism futures should benefit the communities and respect ecological limits.

This study aims to analyze the knowledge transfer process for implementing a company-specific production system (XPS) from a subsidiary of a multinational corporation (MNC) to its local suppliers.

A case study approach was adopted and applied in an automotive supply chain. Empirical data were collected from interviews, observations and internal documents.

The literature shows that the successful XPS implementation depends on the ability to transfer XPS knowledge; the motivation of the source unit to share XPS knowledge; the value and nature of knowledge embedded in XPS; the effectiveness of individual, social and organizational transfer mechanisms; the motivation and absorptive capacity of the target unit and, the organizational, social and relational contexts in which XPS is transferred. Based on the research findings, we develop 12 propositions and presented them in a framework.

This paper expands and enriches the literature on the knowledge transfer process of XPS. The proposed framework establishes theoretical propositions and associations raised by qualitative analysis. However, these propositions are potentially testable on a larger scale for broader generalization.

Managers can recognize critical factors and relationships needed to improve the XPS implementation from an MNC subsidiary to its local suppliers.

The proposed framework provides a scheme to capture the essential critical factors affecting a successful XPS implementation between MNC subsidiaries and local suppliers. Moreover, we found relevant associations between pairs of critical factors that were not identified in the literature.

The purpose of this paper is to demonstrate how network theory and methods can provide insights into the forces shaping architectural learning agendas and knowledge construction in architectural schools.

The methodology involves conceptualising learning as a constructivist process and the agenda as an interconnected network of actors, concepts and relations. Network analysis techniques, including centrality and brokerage metrics, are used to identify roles and knowledge flows using the data locally collected from Turkish universities as well as from the OpenSyllabus open-source database.

The analysis reveals the enduring influence of early modernists, signalling imbalanced canon formation in the architectural learning system. However, marginal voices highlight struggles in integrating unconventional perspectives. Limited integration of local figures indicates a consolidation of Eurocentric epistemes. Identifying these hidden forces is vital for reimagining learning agendas and socio-culturally engaged forms of learning. Pioneering figures demonstrate potential for synthesis when situated as brokers, not bifurcated schools.

The outcomes are limited by the geographical and temporal boundaries of the data and the analysis method employed. Despite limitations, the diagnostic network framework reveals architectural learning as an open, contested ecosystem demanding pluralistic pedagogies concerning not only the global but the local, both canonical and marginal. Further research covering more data could enrich the understanding of qualitative complexities.

The network perspective prompts critical reflexivity about power, ideology and exclusion in knowledge construction. Strategic inclusion and diversification of voices provide pathways to bridge divides and ground learning locally.

This research offers a methodology model to examine forces and influences shaping architectural education by elucidating hidden and remote roles and knowledge gaps in learning agendas. Extending the techniques more widely can enable strategic interventions toward inclusive, impactful learning across disciplines, time and geographies.

This paper aims at examining the current condition of ancient manuscripts owned by locals in remote areas of Indonesia, which are mostly in poor condition. It is to describe the factors of these manuscript damages and the implications of the damage.

The study employed qualitative design with philological, codicological and anthropological approaches. The participants are manuscript owners and keepers in Western, Central and Eastern parts of Indonesia. Data were collected by direct observations and interviews with the participants.

This paper provides empirical insights on how manuscripts were damaged due to human and environmental factors. These factors have caused the loss of part or whole information in the manuscripts, hence causing disconnected knowledge linkage from past to present.

Due to the selected scope and area of study, this study may lack generalizability. Further studies can be conducted to examine the physical aspect and the content of the manuscripts.

This study suggests the urgency for stakeholders and local governments to preserve the manuscripts by taking specific measures that include preservation training to the locals and conducting a program for digitizing these manuscripts.

This paper fulfils an identified need to study how the damages suffered by the local manuscripts.

Losing indigenous knowledge is to lose the future and impoverish the societies because indigenous knowledge is considered one of the cornerstones and survival of communities, societies and economies. This study, thus, aims to explore and assess the contextual enablers of indigenous knowledge and their role in developing and sustaining the Ewe communities in Ghana.

The qualitative research design, which enabled the researcher to engage the participants in an interview process and observation, was used in this study. It was augmented with a quantitative design using structured questions. Data analysis was guided by the basic principles of grounded theory. The coding system was aided by NVivo to analyze the qualitative data, while the quantitative data was analyzed using the SPSS. Descriptive analysis and graphs were deployed in the presentation of the findings.

The study discovered that the communities are in possession of several types of indigenous knowledge, ranging from tacit to explicit knowledge, which are embedded in their cultural and traditional systems and unique to every community; the culture of trust among the citizens and motivation to create and share knowledge in communities was high. Same time, family heads, farmer groups, libraries and museums played key roles in the preservation and management of indigenous knowledge in the communities. On the other hand, information officers and institutions like churches and police posts played insignificant roles in the management and preservation of knowledge in the communities just as the absence of a culture of willingness by the community members to create and share knowledge. Additionally, there was an absence of technological infrastructure, platforms, databases and policies to aid the management and preservation of knowledge in the communities. The study concludes that indigenous knowledge plays a vital role in the development and sustainability of communities in Ghana.

Community leaders and political leaders need to invest in systems and structures that will promote the management and preservation of indigenous knowledge for the development of the communities and the state as a whole.

The study demonstrates its originality in terms of scope, setting, population and empirical evidence by focusing on the role of indigenous knowledge in the sustainability and development of Ewe communities in Ghana.

This qualitative investigation is one of a series of sub-investigations under an umbrella project to develop Lampang Creative Livable Tourist City. The aim of this paper is to explore the integration of sustainable tourism into the development of Lampang, a city in northern Thailand. By collaborating with government and private agencies, academics, community leaders and the people of Lampang to reskill and upskill core community groups in the city, the researchers hope to enhance active citizenship, develop relevant skills and foster leadership networks that boost Lampang’s appeal as a sustainable tourism destination.

Data were gathered from brainstorming meetings, focus group discussions, observations and in-depth interviews. After identifying key characteristics required for creative citizens of Lampang city, the researchers developed and implemented pilot curricula with five target groups. Activities were developed to nurture creative leaders and promote innovative use of traditional culture and lifestyle.

The findings revealed that targeted local curricula can harness the cultural capital of the local community and equip locals with a modern toolkit to lay the foundations for a creative, livable tourist city.

This study’s originality lies in its grassroots approach to defining creative citizenship. It captures local community perspectives on what constitutes a creative citizen. Moreover, this research demonstrates how custom-designed educational initiatives can effectively nurture a creative and resilient urban ecosystem. This offers a blueprint for culturally informed urban regeneration, highlighting the role of sustainable tourism in enhancing the city’s attractiveness and livability for both residents and visitors.

This paper aims to explain the occurrence of sustainable entrepreneurship in the underresearched sub-Saharan Africa context and to improve the understanding of how effectuation manifests in this context.

This study uses a qualitative research approach based on multiple case studies. Responses were sourced from owners, employees, suppliers, the community and customers of sustainable entrepreneurial firms. Data collection methods included in-depth interviews, document reviews and observations. The Gioia analytical approach was used.

Overall, the authors find the concept of effectuation to be well-suited to capturing the processes through which individuals with limited means seek to engage in sustainable entrepreneurship. The authors also identify three pervasive practices that are key to understanding effectuation in the developing country context: complementation of indigenous knowledge with modern science, compassion and pluriactivity.

This study underscores the importance of co-creation, diversification of revenue sources and the role of emotional awareness and interpersonal skills in entrepreneurial endeavors.

This study, therefore, contributes new knowledge about the mechanisms through which entrepreneurs faced with resource constraints use control as opposed to prediction strategies to exploit sustainable entrepreneurship opportunities. In so doing, this study contributes to entrepreneurship theory by proposing the integration of cognitive and affective dimensions in realizing sustainable entrepreneurship goals.