The aim of this book is to reflect on ''vernacularity'' and culture. It concentrates on two major domains: first it attempts to reframe our understanding of vernacularity by addressing the subject in the context of globalisation, cross-disciplinarity, and development, and second, it discusses the phenomenon of how vernacularity has been treated, used, employed, manipulated, practiced, maintained, learned, reconstructed, preserved and conserved, at the level of individual and community experience. Scholars from a wide variety of knowledge fields have participated in enriching and engaging discussions, as to how both domains can be addressed. To expedite these aims, this book adopts the theme "Reframing the Vernacular: Politics, Semiotics, and Representation",organised around the following major sub-themes: • Transformation in the vernacular built environment • Vernacular architecture and representation • The meaning of home • Symbolic intervention and interpretation of vernacularity • The semiotics of place • The politics of ethnicity and settlement • Global tourism and its impacts on vernacular settlement • Vernacular built form and aesthetics • Technology and construction in vernacular built forms • Vernacular language - writing and oral traditions

Indonesian Education: Teachers, Schools, and Central Authority, the first published study of life inside Indonesian schools, explores the role that classroom teachers' behavior and locates their actions within the broader cultures of education and government in Indonesia.

Presents a new approach to heritage formation in Asia, conveying the power of the material remains of the past.

Describes the history, politics, customs, etc. of India.

Indigenous Education is a compilation of conceptual chapters and national case studies that includes empirical research based on a series of data collection methods. The book provides up-to-date scholarly research on global trends on three issues of paramount importance with indigenous education—language, culture, and identity. It also offers a strategic comparative and international education policy statement on recent shifts in indigenous education, and new approaches to explore, develop, and improve comparative education and policy research globally. Contributing authors examine several social justice issues related to indigenous education. In addition to case perspectives from 12 countries and global regions, the volume includes five conceptual chapters on topics that influence indigenous education, including policy debates, the media, the united nations, formal and informal education systems, and higher education.

National identity is not some naturally given or metaphysically sanctioned racial or territorial essence that only needs to be conceptualised or spelt out in discursive texts; it emerges from, takes shape in, and is constantly defined and redefined in individual and collective performances. It is in performances—ranging from the scenarios of everyday interactions to ‘cultural performances’ such as pageants, festivals, political manifestations or sports, to the artistic performances of music, dance, theatre, literature, the visual and culinary arts and more recent media—that cultural identity and a sense of nationhood are fashioned. National identity is not an essence one is born with but something acquired in and through performances. Particularly important here are intercultural performances and transactions, and that not only in a colonial and postcolonial dimension, where such performative aspects have already been considered, but also in inner-European transactions. ‘Englishness’ or ‘Britishness’ and Italianità, the subject of this anthology, are staged both within each culture and, more importantly, in joint performances of difference across cultural borders. Performing difference highlights differences that ‘make a difference’; it ‘draws a line’ between self and other—boundary lines that are, however, constantly being redrawn and renegotiated, and remain instable and shifting.