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In this chapter, the authors present a theoretical framework to not only better understand the wicked nature of the Airbnb phenomenon but also, using case examples from around the world, to illustrate how governments have attempted to mitigate Airbnb’s negative impacts.

Analysing the sharing economy, specifically the Airbnb platform, through the lens of Karl Polanyi’s Double Movement Theory, brings growing tension between markets and society into sharp relief. In the ensuing sections of this chapter, the authors will then adopt a ‘wicked problem’ perspective to provide some analytical insights into how governments across the world have attempted to respond to this wicked policy problem and explore different policy responses and regulatory frameworks in greater depth. Through the review of exemplary cases from around the world, considerable variation in governance and policy responses could be identified.

Heritage is widely regarded as an integral constituent of modern tourism and, accordingly, many destinations aspire to gain United Nations Educational, Scientific and Cultural Organisation (UNESCO) World Heritage (WH) status. However, uncontrolled influxes of tourists, ongoing management challenges, competing interests amongst stakeholders and decision-makers, as well as the politicisation of regulatory processes, all threaten to undermine the implied protection of WH inscription. Adopting a ‘wicked problems’ lens effectively elucidates the complex, diverse, and interconnected nature of the WH Convention’s governance structure and how this impact and influences the management of WH Sites.

The purpose of the chapter is to explain how boys learn to mask their expression of fears and emotions. The aim is to understand how boys internalize socially prescribed masculine traits, including masking of fear, certain emotional expressions and discomfort. The sample consisted of 20 parents, 30 school teachers and 50 boy students and 50 girl students between the ages of 11 and 14 from government-funded co-education schools in Delhi, India. School observation, focus group discussion, and interviews were used for data collection. The study found that gendered social norms are enforced on boys in the form of ‘boy codes’. These boy codes are so deep rooted in daily practices that they are considered as an essential ‘ideal male’ trait. Although the ‘ideal male image’ is presented as a uniform category among boys, the masking of fears and emotional expressions is not the same for all boys. Thus, many boys internalized the ideal male images in the form of hegemonic displays of masculinity, where they are focused on conforming to rigid masculine traits. However, through challenge, negotiation and renegotiation, many boys would like to conduct themselves according to their personal masculinity. There is a shift among some boys from the internalization of the traditional male image to giving meaning to personal experiences that deviate from the ideal male figure without the fear of being judged by society.

Recent scholarship has called for researchers to recognize the urgency of place-based education as a critical component of social studies pedagogy. This study seeks to understand better the relationship between place-based education, sacrificial listening and difficult history.

In this qualitative, arts-based research study, collaging is used to investigate how students use the theory of sacrificial listening while trying to make sense of difficult histories during a place-based history education experience. Students enrolled in a PBE experience received instruction about the theory of sacrificial listening at the beginning of a two-week course on the lasting impact of the civil rights movement. Students created a collage and responded to a reflection prompt about the course after engaging in course experiences, including travel to Oklahoma, Arkansas, Tennessee and Alabama.

Findings in the study demonstrate how sacrificial listening appeared, both explicitly and implicitly, in the ways students processed difficult history during a place-based education experience. Ultimately, the study found, though students organized their thoughts in distinct ways, they all leaned on the theory of sacrificial listening to make sense of what they learned.

Few studies have applied the theory of sacrificial listening as a pedagogical framework. Future research should build on this work, further investigating the theory as a pedagogical framework in conjunction with both place-based history education as well as other instructional settings.