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The occurrences of disasters have become a common phenomenon in the world and there is evidence that the frequency and intensity of disasters are increasing. There have been more than 7,000 disaster events and around 265 million displacements in the period from 2008 to 2018, which constitutes more than three times of conflict and violence-related displacements (Disaster Displacement – A global review, 2019). Natural disasters are responsible for nearly 60,000 deaths per year on average and are responsible for 0.1% of global deaths. Various forms of natural disasters pose significant threats to lives, livelihoods, economic development, and ecological diversity around the world. Similar to the world scenario, Sri Lanka has a similar situation. Sri Lanka has been identified as a drought hot spot. Nearly, 15,000 people per million are at risk of disaster-induced displacement every year in Sri Lanka. During the Tsunami, in 2004, 31,000 human lives were lost, and more than a million people were displaced. Thus, natural disasters cause a huge negative impact on society and the economy in Sri Lanka. In this context, the main objectives of this study are to overview the disasters and displacements that have occurred during the last two decades and to explore the livelihood activities of the affected people and their best practices of disaster resilience. Secondary data were used to overview the disasters and displacements of the last two decades and the related policy framework of the country. Primary data were used to identify livelihood activities and disaster-resilient strategies of the affected people. In-depth interviews were conducted with an unstructured questionnaire from 15 recovered families who have been affected by Tsunami and landslides that occurred in the country. The purposive sampling method was used to select families from the most disaster-affected areas. Descriptive methods were used to analyze the data. The study revealed five recovery strategies followed by displaced people from tsunamis and landslides. Those are continuing with the previous livelihood activities as much as possible, moving to different livelihood activities, moving to different areas to find better jobs, attaining external assistance, and self-management on household finance. Finally, policy guidelines for building resilience in communities that will help to enhance their capacity to cope and recover from vulnerability are proposed in improving their lives.

The Rajapaksa regime over the 2005–2022 period promoted a national-popular project based on a militarised Sinhala-Buddhist nationalism promoting a market-driven rentier economy. It illustrated a form of patrimonial capitalism undermining public accountability and the efficacy of the state bureaucracy. This popular-national project was dependent on strengthening ties with China while distancing relations with India and the Global North (USA and the EU). The ways in which the external relations were coordinated reinforced discrimination against Tamil and Muslim communities, while disregarding their demands for justice and reparations. The increasing integration of the economy with financial markets, driven by the Central Bank, amplified the commercialisation of the state, restraining public revenues and state oversight. Meanwhile, the militarisation of the state involved the commercialisation of the military, opaque military budgets and violent repression of protests. The Rajapaksa regime, which enabled a minority-privileged (leisure) class to culturally flourish in regulated safe spaces, also instigated multiple protests from below demanding democracy as well as justice.

This case study documents the move to emergency virtual learning at the University of Johannesburg. Prefacing promoting social justice and care, the authors explain how key challenges unique to a university in a developing world context were considered. The findings highlight the importance of agility, adaptability and the role of Ubuntu (i.e. values of compassion, solidarity and sharing) in higher education institutional leadership in a crisis. Furthermore, the authors highlight the need to address how structural inequality and poverty impact the pace of technological infusion in higher education in the Global South.

Political, historical and socio-demographic conditions in Australia have shaped the implementation of inclusive education and backgrounded current responses to Sustainable Development Goal 4 of the Education 2030 Agenda. The analysis presented in this chapter highlights Australia's patchy endeavours to provide inclusive and equitable programmes at all levels of education and vocational training, particularly in relation to diverse learners and those with Indigenous backgrounds. Findings point to the need for Australian federal and state governments to collaborate, legislatively and financially, to better support policy enactment around the Education 2030 Agenda in partnerships with stakeholders at national, state and local levels.

This chapter contributes to deepening understandings of the diversity of young people’s political participation and the socio-political and cultural influences that shape the uptake of activism. Drawing on scholarly theorisation of ‘implicit activism’, it begins from the premise that forms of activism vary depending on the social values, culture, and politics of different societies. To unpack the relationships between socio-political and cultural contexts and different forms of activism, this study addresses the question: what kind of activism do Japanese citizenship teachers envisage for secondary school students? Interviews were conducted with 11 educators across Japan; data were thematically analysed, and findings suggest that Japanese citizenship teachers encourage implicit forms of activism. This includes students being encouraged to develop personal and political efficacy to participate in political structures and raise their voices. Teachers also aim to develop students’ critical thinking skills to analyse society, with a focus on decoding political messages in one’s daily life. In the Japanese social and cultural context, which favours cohesion rather than confrontation, the endorsement of philanthropic activism, such as making donations, is also evident. Findings indicate that implicit forms of activism are embedded in everyday life. The study offers fresh insights into less tangible forms of activism characterised by small acts that address social concerns and issues affecting people’s own lives and the lives of others. It is argued that such implicit activism should not be overlooked, for as with explicit activism, it is also centrally concerned with fostering change.

This study examines collaborative online international learning (COIL) programs implemented during the COVID-19 pandemic, and discusses the potential and significance of COIL during a global crisis. In the COIL-conductive environment induced by the pandemic, the author implemented four COIL programs with partner institutions located in different countries as part of his seminar courses at a Japanese university. COIL is an equitable and partnership-based learning format that effectively uses technological tools. The professors collaboratively designed joint sessions that attended to different learning styles, which led to an equitable intercultural experience. Technology provided students with the ability to control their learning environment, which helped them to actively participate in intercultural communication and collaboration. Through joint lectures, interactive sessions, and collaborative research projects, students developed global competency and a sense of bonding unabated by the global crisis.