What is the role of local Caribbean individuals and communities in creating and perpetuating archaeological heritage? How has archaeological knowledge been integrated into education plans in different countries? This book aims to fill a gap in both archaeological scholarship and popular knowledge by providing a platform for local Caribbean voices to speak about the archaeological heritage of their region. To achieve this, each chapter of the book focuses on identifying and developing strategies that academics, heritage practitioners, and non-scholars from the insular Caribbean can adopt to stimulate a necessary dialogue on how archaeological heritage is used and produced on various academic, political, and social levels. Contributors are: Zara Ali, Arlene Álvarez, Lisette Roura Alvarez, Irvince Nanichi Auguiste, Victoria Borg O’Flaherty, Lornadale L. Charles, Eldris Con Aguilar, Raymundo A.C.F. Dijkhoff, Matthieu Ecrabet, Kevin Farmer, Cameron Gill, Eduardo Herrera Malatesta, Katarina Jacobson, Joseph Sony Jean, Debra Kay Palmer, Harold Kelly, Wilhelm Londoño Díaz, Stacey Mac Donald, Jerry Michel, Ashleigh John Morris, Andrea Richards, Kara M. Roopsingh, Pierre Sainte-Luce, Tibisay Sankatsing Nava, and Laurent Christian Ursulet.

Global news on anthropogenic climate change is shaped by international politics, scientific reports and voices from transnational protest movements. This timely volume asks how local communities engage with these transnational discourses.The chapters in this volume present a range of compelling case studies drawn from a broad cross-section of local communities around the world, reflecting diverse cultural and geographical contexts. From Greenland to northern Tanzania, it illuminates how different understandings evolve in diverse cultural and geographical contexts while also revealing some community.

Studies in local initiative and center-local relations in Japan

Lifelong learning, the arts, and community cultural engagement in the contemporary university maps the work of adult educators, teachers, researchers and graduate students from North America, Europe and Africa who use the arts in their university classroom teaching, their research and in service. It is written specifically for graduate students, and educators working in higher education, communities, schools, and practitioners who want to learn how to better integrate the arts in their practice to critically and creativity communicate, teach, make meaning, uncover, and involve. The book contextualises the place and role of the arts in society, adult education, higher education and knowledge creation, outlines current arts-based theories and methodologies and provides examples of visual and performing arts practices to critically and creatively see, explore, represent, learn and discover the potential of the human aesthetic dimension in higher education teaching and research.

This collection brings new insight into the relationship between English as a lingua franca and language teaching. It explores how the pedagogy of intelligibility, culture and language awareness, as well as materials analysis and classroom management, can be viewed from an ELF perspective in school and university contexts.