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This chapter reports on a qualitative study that investigated the functioning of school governing bodies as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practiced at both schools and that it was characterized by shared decision-making and acknowledged rights of individuals, representation, participation and equality. Two structures for promoting democracy were found to be in existence in both schools, and these are school governing bodies and representative councils for learners. Such structures were found to be functioning effectively and contributing to the democracy in schools. However, although the learner voice was represented at both schools, learner participation in crucial issues in both the schools was limited. The study recommends that all teachers, learners and parent representatives on the SGBs be trained in skills such as deliberation, debate, dialogue and managing differences. Furthermore, training or capacity building related to advocacy skills and leadership development should be provided for all members of the SGB including teachers. The more learners, parents and staff are involved in school policy and decision-making, the more there is a genuine community involvement in schools, and the more effective a school becomes. Also, schools need to move towards learner-initiated decision-making where learners initiate the process and invite adults to join them in decision-making. Also, there is need for teachers to be trained in democratic ways of operating in the school and classroom, which will possibly help them learn ways of working democratically in both the whole school and the classroom.

This paper explores the work of the educational theorist Gert Biesta in a setting outside of the context where it was originally developed. It aims to address how Biesta’s approach can help educators and policy makers question the philosophical underpinnings of education in the UAE and thereby start a conversation that is currently absent in this context. The paper comprises three elements: first, an overview of Biesta’s educational theory is given with a focus on ‘subjectification’ and his self-titled “pedagogy of interruption”. Secondly and in brief, I use Biesta’s framework of educational dimensions to analyse the philosophy underlying education in the United Arab Emirates using published government documents and media sources. Thirdly, I report a small-scale qualitative analysis of a specific educational space, three General Studies Courses in a UAE tertiary institution, to investigate the ‘risky’ possibilities involved in implementing a pedagogy of interruption. I find that despite a dominant policy discourse that discounts subjectification, there are significant opportunities for students to develop a strong sense of self. These opportunities are created by a small but strongly motivated group of teachers and taken up, on the whole enthusiastically, by students. However, my assertions are limited by a number of challenges which warrant further research. This paper hopes to provide a meaningful contribution to the limited discussion regarding the aims and expectations of education in the Middle East, and finds a pertinent philosophical grounding for liberal studies teaching in a tertiary context. As such the paper will be of value both to policy and decision makers in the Middle East and to teachers and trainers who teach in multi-cultural and international contexts.

Consideration of the fast‐growing number of food hygiene prosecutions up and down the country, almost all of them of a most serious nature, shows that it is the food preparing room, the kitchen, which is indeed the hub of the matter. Most of the charges result from its condition and the practices carried on within its walls, all‐too‐often enclosing a cramped space, ill‐equipped and difficult to keep clean. Its state in many prosecutions clearly contrasts badly with the soft lights and alluring elegance of the dining rooms in hotels and catering establishments. Yet, who would say that the kitchen is not the most important room in the home, in the hotel and every food‐preparing place? It has been so from time immemorial. House design has suffered severely with the need to cut building costs and the kitchen has suffered most; in small houses, it seems little more than a cupboard, a box‐room, an alcove. Is it surprising, then, that age‐old kitchen arts have degenerated? In the farmhouse, the country homes of the affluent, the “downstairs” of the town house, the kitchen was among the largest rooms in the house, as befitted all the activity that went on there. In the USA, the modern, comfortable home even of relatively humble folk the kitchen is phenomenally large; room for everything and everyone.

Cultural heritage and memory are essential mechanisms for the formation of individual and group identity, contributing to a sense of belonging in society. More specifically, built heritage (the buildings, structures and monuments associated with our cultural history) reflect our individual and collective decisions about what is important to preserve and remember into the future, further shaping our identities as citizens of Waterford. Thus, our relationship with heritage is just as much about looking forward into our social imagination for the future of Waterford city as it is about reflecting on our past.

Sites of Conscience are a specific type of built heritage which signify a society's belief that by remembering difficult pasts we can interrogate our current lived realities and create meaningful change in the future (International Coalition for Sites of Consciousness, 2022). Sites of Conscience are akin to what French historian Pierre Nora (1989) referred to as ‘les lieux de mémoire’, or places of memory. These physical spaces can connect past traumas and struggles to our present lives. As places of memory which ask us to acknowledge the past, Sites of Conscience can prevent the erasure of historical traumas and stand as an act of restorative justice, providing safe spaces for citizens to engage with difficult memories.

One such site of conscience in Waterford is the complex of buildings located at the College Street Campus of the South East Technological University. The site comprises the former convent of the Congregation of Our Lady of Charity of the Good Shepherd of Angers (commonly known as the Good Shepherd Sisters); the St Mary's Good Shepherd (Magdalene) Laundry; and St Dominick's Industrial School. The site was occupied in 1884 and the Laundry operated until its closure in 1982 (Department of Justice, 2013). This chapter will consider the former Magdalene Laundry and Industrial School's cultural and heritage significance to Waterford as a site of conscience, which encourages the citizens of Waterford not only to connect our past to our present, but to connect these memories to current actions to create a more just society into the future.

The built heritage of this complex acts as a powerful memory aide of a shared local history, allowing citizens to connect this past to related contemporary human rights issues. In this way, the former Laundry and Industrial School can stimulate discussions on gendered violence today, or to interrogate modern forms of institutionalisation such as Direct Provision. The chapter will further consider how these connections are even more important when our need to remember and recognise past atrocities are met with social, political, economic or cultural pressure to forget. Sometimes the desire for erasure is understandable; we want to commit events to the past and move on. However, such erasure can further disempower survivors of these institutions; prevent current and future generations from learning critical lessons; and dismantle future opportunities for healing and reconciliation. In this context, Sites of Conscience offer an opportunity to connect a difficult past to visions of a more socially just city of the future.

A large amount of resources are spent each year on management training for Sub‐Saharan Africa. For example, in fiscal years 1984 and 1985, the World Bank alone committed an average of US$25 million per year for management training. The overall figure, combining all countries and donors, would be much higher. Worldwide, the Bank committed US$240 million for all types of training in 1985. These funds are used for fellowships, hardware, local training, study tours and expatriate experts. Training in the developing world is big business and the effectiveness of that training in improving organisational performance is important. The efficiency and effectiveness of management training is important for reasons beyond simple return on these large investments.

International trends indicate that the rate of crime has declined in the developed world over the past decade. The reductions have had little impact upon the fear of crime. The impact of victimisation falls disproportionately on the disadvantaged. There is little understanding of this phenomenon beyond obvious correlations. It may be compounded by the ability of the middle classes to insulate themselves from crime.

The purpose of this paper is to explore a possible framework for extinction accounting which builds on but also extends significantly the existing GRI guidelines relating to species identified by the International Union for the Conservation of Nature Red List as under threat of extinction.

The paper analyses disclosures relating to rhinoceros conservation and protection produced by top South African-listed companies in order to assess the current state of “extinction accounting”. Following this analysis, the authors explore and discuss a potential framework for extinction accounting which may be used by companies to demonstrate their accountability for species and disclose the ways in which they are working alone, and in partnerships, to prevent species extinction.

Corporate disclosures relating to rhinoceros may be interpreted as emancipatory. The authors identify several disclosure themes dealing with rhinoceros in integrated and sustainability reports of large South African companies and on their websites. Contrary to initial expectations, there is evidence to suggest corporate awareness of the importance of addressing the risk of this species becoming extinct.

The authors have relied on public corporate disclosures and would like to extend the work further to include interview data for a further paper.

An extinction accounting framework may be applied to corporate accounting and accountability for any species under threat of extinction. The framework may also be considered for use as a tool for institutional investors as well as NGO engagement and dialogue with stakeholder companies.

The rhinoceros has, from the analysis, significant cultural, heritage, eco-tourism and intrinsic value. Developing and implementing an emancipatory extinction accounting framework to prevent extinction will have a substantial social and environmental impact.

This is the first attempt to the knowledge to explore accounting for extinction and a possible extinction accounting framework. It is also the first attempt to investigate accounting and accountability for the rhinoceros.

The purpose of this paper is to examine the underlying dimensional structure of project management practices to identify key factors that underpin the successful completion of projects.

It employs exploratory factor analyses to investigate the interrelationships of the survey items synthesized from the literature by retaining and reorganizing the important information from the original data while redundant information is removed.

The nine theoretical constructs comprising 64 items were coalesced onto five latent constructs comprising 50 items while explaining 50.914 percent of the total variance. The extracted five constructs that describe the best project management practices have been labelled risk management, organizational culture, stakeholder approach, management approach, and project leadership.

The study results benefit both practitioners and the academic community as five broad categories of best project management practices are identified and their interdependencies are established. Project management professionals can use the latent factors as the critical factors for project success, whereas the research community can use the authors’ results to build higher order structural models and to test hypotheses by linking the latent variables with project performance measures.

The study contributes to the discourse on project management by identifying critical practices that contribute to the successful completion of projects.