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This research aimed to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa.

This study employed qualitative research approach to assess the leadership role of principals in the implementation of peace education in selected secondary schools in the Western Cape, South Africa. Data were gathered from a small sample of six principals from six selected secondary schools which were engaged in the implementation of a peace education programme, and data were analysed using thematic content analyses.

Findings of the study suggest that principals possess a low level of understanding or awareness of their leadership role in the implementation of peace education. The study pointed out the constraints such as time constraints and learners' negative attitudes and social influences hinder the effective implementation of peace education in selected secondary schools.

First, the data were self-reported and therefore subject to social desirability bias; participants may have provided socially desirable responses rather than their true belief or experiences. Thus, participants may have overstated their role in and commitment to the peace education programme.

Studies that aim to explore alternative approaches to combat violence, such as peace education, are still limited in South Africa. Hence, this paper served to close that gap by contributing to the growing body of research on the leadership role of the principal in the implementation of peace education in the school and exploring barriers hampering its effective implementation.

Education for sustainable development (ESD) is a developing educational concept that aims to achieve economic, social and environmental sustainability through education. Cultural sustainability education aims to cultivate awareness and protection of cultural assets, promote sustainable development and foster environmental responsibility. This study establishes a cyber-physical metaverse of cultural sustainability learning to cultivate students' motivation, multicultural identity, critical thinking and sustainability thinking.

In this study, virtual reality (VR) and 3D printing technologies were utilized to create a cyber-physical metaverse learning environment. This learning environment is designed to allow elementary school children to learn about indigenous cultures and the architecture of slate houses, as well as socio-architectural issues. Learners will be able to experience first-hand the plight of the indigenous tribal areas and the exploration of related cultural knowledge.

The study collected pre- and post-test data through questionnaires, using covariates to analyze learners' perceptions of learning. The results of this study showed that cyber-physical metaverse learning environment had a significant impact on learning motivation, multicultural identity and sustainability thinking for culturally sustainable education. However, this study’s impact on critical thinking skills in students remains to be confirmed.

This is a quasi-experimental study of a single country’s elementary school children in the indigenous area, so its findings cannot be extrapolated to other areas or to learners of different ages.

This study introduces a framework for incorporating both virtual and real cultures to promote sustainable learning. The cyber-physical metaverse learning is used to supplement teaching activities to enhance learners' motivation in learning multicultural knowledge. Students were able to recognize and protect cultural assets, as well as emphasize the importance of sustainable development.

We study five exogenous shocks: climate, violence, price hikes, spoilage and the COVID-19 lockdown. We analyze the association between these shocks and trader characteristics, reflecting trader vulnerability.

Using primary survey data on 1,100 Nigerian maize traders for 2021 (controlling for shocks in 2017), we use probit models to estimate the probabilities of experiencing climate, violence, disease and cost shocks associated with trader characteristics (gender, size and region) and to estimate the probability of vulnerability (experiencing severe impacts).

Traders are prone to experiencing more than one shock, which increases the intensity of the shocks. Price shocks are often accompanied by violence, climate and COVID-19 shocks. The poorer northern region is disproportionately affected by shocks. Northern traders experience more price shocks while Southern traders are more affected by violence shocks given their dependence on long supply chains from the north for their maize. Female traders are more likely to experience violent events than men who tend to be more exposed to climate shocks.

The data only permit analysis of the general degree of impact of a shock rather than quantifying lost income.

This paper is the first to analyze the incidence of multiple shocks on grain traders and the unequal distribution of negative impacts. It is the first such in Africa based on a large sample of grain traders from a primary survey.

Drawing on the natural resource-based view (NRBV) theory, the study aimed to examine the mediating role of green innovation (GI) in the nexus between green human resource management practices (Green HRMPs) and sustainable business performance (SBP).

This study adopted the descriptive time-lagged research design. Data were collected from 278 managerial staff of five mining companies in Ghana at different waves within a 3-month interval. Descriptive and inferential statistics were used to analyse the data received using the statistical package for the social sciences (SPSS) statistics (V. 26.0) and Smart PLS (V.4.0).

The study found that Green HRMPs significantly related more to economic performance (EP) than social performance (SP) but did not significantly relate to environmental performance (EnP). Moreover, the results revealed that GI partially mediated the nexus between Green HRMPs and both SP and EP but fully mediated the link between Green HRMPs and EnP.

The relevance of Green HRMPs in ensuring corporate sustainability has been largely established in the extant literature. However, there is an evidential dearth of studies in the literature concerning the mediating role of GI in the nexus between Green HRMPs and SBP, especially in developing economies context. Hence, this study serves as a significant contributing card from Ghana by advancing the NRBV theory.

This chapter on anti-racism struggles applies an anti-racist activist framing, both critically examining and recognising the milestones achieved through centuries of pro-justice and anti-racism struggles. It delves into the arduous journey that the global fight for racial equity has undergone and highlights the significant progress as well as setbacks experienced during this lengthy struggle. The earliest history of the fight against racial oppression and domination goes back to anti-slavery and anti-colonial movements. Scholars have analysed the emergence, development and state of global anti-racism struggles in a variety of ways. I approach this subject from a sociological perspective, highlighting the role of social structures, groups and institutions that have contributed to shaping the outcomes of anti-racist initiatives. While recognising the role of individuals and leading political activists, this chapter emphasises anti-racism as a collective social justice struggle. To do this, I explore various local and global anti-racism endeavours and examine how they may influence discussions on race, racism and racial equity and their evolving trajectories across different societies.