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Australia's COVID-19 response has been one of containment and suppression with tightly regulated borders and restrictions on mobility. As an island nation, Australia has considerable advantages in terms of geographic isolation and population density, with quarantining the key strategy for containing the virus coming in from overseas. This has enabled Australia to be relatively virus-free. With such few cases, testing and tracing systems have been able to contain the virus within relatively small geographical locations. In comparison to other parts of the world Australia has been relatively unscathed from the most extreme impacts of COVID-19. In relation to tourism, there have been two major impacts (1) no international tourists in Australia (2) no Australians travelling overseas. While tourism operators that have relied on international tourists have suffered, other tourism operators have thrived due to the domestic-led initiatives for Australians to explore their own backyards. Various initiatives focus on reimaging the visitor economy away from international markets, towards encouraging Australians to spend more money within their own borders. This chapter explores the possibilities with this momentum to rethink tourism and travel more broadly in relation to how we live our everyday lives. We argue that this ‘tourism reset’ allows us to reimagine our being-in-the-world; our lives, habits and routines, for the betterment of social and ecological sustainability, through rethinking leisure time more holistically. Taking a ‘more-than-tourism’ perspective we argue that some of the underlying motivations for travel – such as relaxation, joy, wonder and connection can and should be implemented in our everyday lives, and that this is necessary for rethinking our relationships to each other and the natural world for more sustainable and equitable futures.

Ubiquitous access to digital technologies is becoming an integral part of our business, home, and leisure environments, yet despite a quarter century of educational technology initiatives, ubiquitous computing remains conspicuously absent from our schools. In this chapter, we argue that simply putting more computers in schools will not solve the problem, but rather that teaching, learning, and technology integration need to be reconceptualized within a ubiquitous computing framework before the full educational possibilities inherent in digital technologies can be realized. Using examples from our laboratory classroom, we discuss how teaching needs to be reconceived more as “conducting” than “instructing”; how learning needs to become more the responsibility of the student, and located with her in an expanded space and time that extends beyond the classroom; and how technology integration needs to be understood not as an add-on, device-driven enterprise, but one motivated by teaching and learning needs and in which multiple technology choices are readily available to teachers and students both within and beyond the classroom.

Recent socio-economic trends have made Artificial intelligence (AI) a vital institutional force driving development among countries with optimal opportunities and costs. Among researchers in this domain, the benefit of AI is highly espoused, having been underexplored in Africa. However, the outbreak of the COVID-19 pandemic has highlighted the need to strengthen the education sector, given that many schools have migrated their teaching and learning online. While face-to-face teaching was the norm, the transition to online teaching has brought about the need to rethink the use of Information Technology to strengthen teaching and learning. To proffer solutions for the implementation of AI in Africa, there is the need to understand the challenges. Therefore, in this chapter, we explore the possible challenges that hinder the implementation of AI in Africa. Further, we propose solutions for the implementation of AI in the education sector, especially in this era of the COVID-19 pandemic. The solutions stem from rethinking the role of AI in the education sector. Finally, a conceptual framework that synthesises the problems and the proposed solution is developed. We envision that the proffered solutions can mitigate the deepening misconceptions and challenges bedevilling AI implementation in Africa.

For more than a century, the corporation has shaped our thinking of organizations. This deeply institutionalized form is still regarded as both the iconic business organization and the core structural unit of our economic order. Today, however, it stands at a crossroads. Economic, social, and environmental failures of the recent past as well as misconduct and scandals are widely linked to inadequacies in this corporate form and its governance. The aim of this volume is to spark a debate within the field. In this introduction, we provide an outline of the current crisis and an overview of the interdisciplinary set of articles presented in this volume. We conclude with a view ahead and a plea for the acknowledgement of “alternatives.”

Library buildings are routinely reimagined, remodeled, or built new to meet the changing needs of their community. The move from collection-centric to user-centric service models has generated numerous writings about the library as place and space. The one concept lacking in the scholarly discourse is the changing roles of librarians to meet the needs of these new spaces and places. How do librarians fit in the new equation? When addressing the professional identity of librarians, which aspect of their work will need to evolve and which will need to be let go? A critical facet of sustaining services in new spaces is the need to develop the sustainable librarian – to remove the stigma of the librarian as “jack of all trades, master of none.” In order to realize this new mindset of mastering our domain we need to begin reimagining our work. Some ways, this can be accomplished by writing increased flexibility into position descriptions and creating organizational structures to better support librarians within the new spaces. With these new developments to our professional identities, librarians may learn to employ entrepreneurial skills in order to continuously anticipate services and develop skill sets to aid the library’s ability to fulfill its purpose. The authors provide a literature review to discuss the changing role of the academic librarian to meet the evolution of the library building and services. We will provide an example through findings and practices of Grand Valley State University and how it reimagined roles in the early 2000s and continues to reimagine roles in a new building and a renovated branch library. The change of spaces and places in academic libraries to accommodate user needs and perceptions has impacted how academic librarians work in these spaces and places. Library administrators need to rethink workflows, and organizational charts by examining flexible workloads, cross-training initiatives, professional development around new skills, and the letting go of obsolete practices.

Originality/value – in this chapter, the authors will discuss how library leaders are charged with translating the new roles of their librarians to meet the needs of their community in these new spaces and how library leaders may look beyond the literature of the profession for ways to facilitate change.

In 2017, global plastic production reached 348 million tonnes. Despite growing concerns about the environmental challenges associated with both plastic production and plastic waste, recent estimates suggest that plastic production and subsequent waste is expected to double by the year 2035 (European Commission, 2018). To help reduce the amount of plastic waste that litters the oceans and damages the environment, the European Union has recently commissioned a study about the feasibility of levying a tax on plastic products (New Economic Foundation for the Rethink Plastic Alliance, 2018). However, very few academic articles currently exist that critically examine the arguments for or against a plastic tax and thereby enlighten government and regulators on the subject. This chapter investigates whether plastic taxes can be used as an economic disincentive for plastic products and explores its advantages and disadvantages within a circular economy. It explores whether a plastic tax is the right economic instrument to limit the use of plastics, generate design and technical innovations for bio-based materials and degradable/recyclable plastics, create other economic incentives to optimize the value of plastic and its waste collection, and increase public awareness and responsibility. We find that a plastic tax may be a suitable solution as it is likely to influence the design, production, consumption, and waste sectors if designed properly. Yet, the tax should be carefully implemented and combined with other instruments to obtain the desired outcomes and reduce the occurrence of unfavorable side effects.

The significant increase in refugees in Europe and worldwide during 2015 challenges the paradigm of refugee education. For many decades, ‘refugee education’ has been primarily associated with the education of refugees in countries far-away as the majority of the world’s displaced persons and refugees are hosted by countries in the Global South. However, the recent European ‘refugee crisis’, that is, the large influx of refugees and migrants in Europe, has definitely turned refugee education into a European issue. As refugee students from all over the world enter European classrooms, policy makers, educators and researchers need to rethink refugee education ‘at home’ in order to ensure quality and equity. As many refugees in Europe are here to stay, the challenge is how education can contribute to their inclusion in school as well as their integration into the host society. There is a great need for rethinking the education of refugees resettling in Europe and their inclusion in national school systems. How can universal principles of quality and equity for all students be implemented in national education policies, schools and classroom practice? The current challenges are complex and call for an interdisciplinary approach. Findings and perspectives from refugee education research as well as comparative and international education research can advance our understanding of these issues. This chapter argues for a holistic, whole-school approach to refugee education, which includes education policy, school structures, classroom practice, curricula, pedagogy and teaching materials, as well as cultural awareness and refugee competence.

This chapter examines the usefulness of the field of comparative and international education (CIE) in reference to supporting and informing the development of education in the Pacific Islands (Oceania) region. Accordingly, it reconsiders the conceptualization and practice of the field by unpacking understandings of CIE with specific reference to the Pacific Islands. I argue that advancing the field in Oceania entails critical examination of context, of persisting colonial legacies in education and the broader social, economic, and political landscape. Considerations of these discourses identify some of the tensions, contradictions, and ambivalences that eventuate as “education for national development” is reconciled with indigenous knowledges and the intellectual traditions that sustain Pacific island communities. Adopting a postcolonial perspective, this chapter explores recent educational initiatives in Papua New Guinea, Fiji, and Solomon Islands. These initiatives reveal the complexities and multifaceted dynamics that underpin the context of Pacific Islands systems of education. They also reflect how Pacific educational leaders negotiate global imperatives for education while observing indigenous knowledge systems and cultural values. The lessons drawn from these case studies suggest that comparative education scholars need to rethink partnerships with colleagues and neighbors in consideration of Pacific and indigenous (including Australia and New Zealand) cultural protocols of engagement by honoring respect and reciprocity, mutual benefit, and empowerment. Such conceptual and practical reconsiderations may facilitate an assessment of the impact of western intellectual contributions on systems of education in Oceania.

The educational systems of countries around the world have attempted to move towards a more inclusive approach. While the passage to inclusive schools can be justified from various viewpoints, as enshrined in the 1948 Universal Declaration of Human Rights, the most important one emerges from the 1994 Salamanca Statement. However, the future world will require different human characteristics and capabilities for economic development. This chapter gives particular attention to how the educational principles and values that were underlined in the original Salamanca Statement clash with the contemporary ones in the peculiar future world.

As globalization has influence on social sustainability mainly due to its effects on income distribution as well as labor share and profile at the local and global levels, sustainable development and globalization need to be examined from the social sustainability point of view. Social sustainability aspect of development and globalization is mainly affected by the income distribution and labor aspects. Labor share, degree of equality in the income distribution, labor competence, degree of elimination of child labor, degree of labor intensiveness in the production, labor's level of competence and productivity are among the main factors which can be influenced by globalization, its opportunities, and challenges as well as by its transformation into the postglobalization phase. These factors can influence social sustainability. In other words, there is a link and relationship among sustainable development, globalization, and postglobalization, income distribution and labor. Enhancing welfare of the societies and social sustainability necessitates focusing on the ways to achieve equality in the income distribution, and enhanced working conditions at the local and global levels across countries and industries. Based on an in-depth literature review, this chapter aims to assess and rethink sustainable development and globalization from the income distribution and labour aspects. Furthermore, this chapter covers and examines effects of globalization on low-income and developed countries. This chapter provides suggestions and recommendations on how to enhance welfare of the society at the local and global levels in the post-growth phase. This chapter is expected to be useful to policy makers, researchers, and academics.