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This chapter sets out to explore consumer-centred experiential luxury from the perspective of a human body. We focus on the various practices related to a yoga retreat holiday experience in luxury hotel premises, such as encounters with hotel facilities, employees, nature and atmosphere besides yoga practice. Attention to bodily practices and affectivities on a yoga retreat holiday experience enables discussing intangible luxury beyond the traditional debate of luxury as related to product or brand features or experiential luxury focused only on the cognitive multisensory perceptions. The autoethnographic approach supports unwrapping the subtle affectual sensations building individual luxury in the experience setting. The data are gathered along with the first author's fieldwork during her three yoga retreat holidays in Thailand. The embodied investigation of tourist practices inducing luxury in the premises of a luxury hotel enriches the discussion of the co-creation between human bodies and the experience setting. It draws attention to the dynamic, situational and sensitive nature of luxury in the contemporary touristic experience of a yoga retreat holiday. It also advances the existing research on the body, practice and knowing by featuring the way luxury is emerging within the practice of yoga retreat holiday. By challenging the paradigm of luxury sensed only through our five external senses, our findings on the being, doing and moving body deepen the understanding of the co-creation and sensitiveness, affecting the subjective, transparent and embodied understanding of luxury experience.

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.

Using Chiang Mai Night Safari, Thailand as a case, this research is to understand the relationship between service quality, place attachment, tourist satisfaction, and tourist loyalty. A two-stage sampling approach is used while proportionate stratified sampling is applied to determine the strata sample size. A convenient sampling approach selects the participants within each stratum that involves choosing every element after a random start. Four hundred of 450 questionnaires are usable and analyzed the study. The result suggests an effective intermediary between service quality and tourist satisfaction. This study also adds managerial implications concerning service/product differentiation and competitive advantage over competitors. Meanwhile, future studies on destination personality uniqueness of destination emotions are suggested.

In this chapter, we explore perceptions of exclusion and inclusion among students registered with the office of disability services at a large urban university in the United States. Our goal is to extend the current discourse on inclusion in higher education settings by drawing attention to social and cultural participation as an underemphasized aspect of educational inclusion and by bringing the perspectives of university students themselves into the discourse. While the general consensus among our interviewees seemed to be that schools and universities do a reasonably good job of developing classroom accommodations to meet their individual academic needs, stigma and social exclusion persist in damaging ways, in and outside of the classroom. A number of participants found solace and empowerment in interactions with other students with disabilities and suggested that until the forces of exclusion and stigmatization can be entirely eradicated, disability-friendly social and cultural activities and spaces designed by and for students with disabilities might provide an oasis of relief in a disabling world. Thus, we conclude that in addition to working towards the ultimate goal of making all aspects of university life disability-friendly, universities might better serve needs of current students by providing social spaces in which students with disabilities can socialize with each other and through which they might co-create and promote their own agendas for future institutional change.