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This paper responds to the lack of visitor engagement in many culture-based World Heritage sites and conceptualises a “Cuteification-Value Nexus” for the discussion of the communication of heritage values through “cute” or aesthetically pleasing popular culture elements. It reflects on observations in Macao to argue for a greater engagement of culture-based World Heritage sites through a combination of popular culture inspired motifs and truthful heritage messages. Specifically, it identifies a form of “cuteified heritage” – a hyperreal cultural zone that happens away from the actual heritage sites, but which articulates the heritage significances of those sites. This draws on concepts on themed spaces and insights from postmodernistic hyperreality and tourism to examine how the “completely real” becomes identified with the “completely fake” in the staging, consumption and negotiation of experiences with World Heritage and their utility in the management of World Heritage tourism sites.

This paper aims to discuss the construction of two composite indices to assess children’s experiences with violence and peace in primary schools in Sierra Leone.

The authors provide a conceptual framework based on the three dimensions of the violence index (direct, structural and cultural violence) and the three dimensions of the positive peace index (inclusion, citizenship and well-being). After that, this work proposes an operationalisation of these concepts based on a survey administered with 2,000 pupils and examine the correlates of the indices.

Results indicate not only a substantial level of violence among the sampled schools but also a considerable level of positive peace. These indices are negatively correlated, suggesting that lower levels of violence are related to higher levels of positive peace. Further analysis also shows that socioeconomic variables and school characteristics such as headteacher experience and teacher qualification are associated with levels of violence and peace. Finally, based on longitudinal evidence, this study also indicates that the prevalence of violence is a significant predictor of reading development among children.

The indicator presented is the first to combine children’s experiences with violence and experiences with positive peace in schools. It is a unique contribution to the measurement of school outcomes that are usually overlooked in the literature.