title: The impacts of tourism at a UNESCO heritage site in China – a need for a meta-narrative? The case of the Kaiping Diaolou

authors: Ryan, Chris

subjects: China

abstract: In China, sites categorised as UNESCO World Heritage Sites are commonly used as a means of economic regeneration through tourism development. This study is of a recent addition to the list, the diaolou (fortified tower houses) of Kaiping, Guangdong, in South China. This rural zone, characterised by past emigration and farming, is in the early stages of tourism development. The study, based on interviews and a survey, permits findings to be compared with other rural areas in China such as Hungcun and the Tangyue Arches of Bao Village in Anhui, and thus while similarities in attitudes are found, in Kaiping differences exist whereby tourism has been found to permit entrepreneurial activities while retaining an agricultural base as the “new tourism rich” employ others to continue farming. The work is contextualised within a model of evolving literature related to tourism impacts on communities. The paper explores a range of issues in sustainable tourism, including the use of tourism as a tool for social, economic and cultural development, holistic approaches to heritage tourism, and the development of glocalisation as a response to globalisation. It discusses differences in approach to heritage tourism, cultural change and commodification between western and Chinese scholars and society.

text: The impacts of tourism at a UNESCO heritage site in China – a need for a meta-narrative? The case of the Kaiping Diaolou In China, sites categorised as UNESCO World Heritage Sites are commonly used as a means of economic regeneration through tourism development. This study is of a recent addition to the list, the diaolou (fortified tower houses) of Kaiping, Guangdong, in South China. This rural zone, characterised by past emigration and farming, is in the early stages of tourism development. The study, based on interviews and a survey, permits findings to be compared with other rural areas in China such as Hungcun and the Tangyue Arches of Bao Village in Anhui, and thus while similarities in attitudes are found, in Kaiping differences exist whereby tourism has been found to permit entrepreneurial activities while retaining an agricultural base as the “new tourism rich” employ others to continue farming. The work is contextualised within a model of evolving literature related to tourism impacts on communities. The paper explores a range of issues in sustainable tourism, including the use of tourism as a tool for social, economic and cultural development, holistic approaches to heritage tourism, and the development of glocalisation as a response to globalisation. It discusses differences in approach to heritage tourism, cultural change and commodification between western and Chinese scholars and society.

year: 2011

title: Using the framework for design alternatives and variants

authors: Bowen, Judy

subjects: computer science

abstract: This paper presents a framework for considering multi-team, multi‐disciplinary design of interactive systems in a structured manner. IT practitioners can read the paper to gain a deeper understanding and new perspectives of interaction design processes.

text: Using the framework for design alternatives and variants This paper presents a framework for considering multi-team, multi‐disciplinary design of interactive systems in a structured manner. IT practitioners can read the paper to gain a deeper understanding and new perspectives of interaction design processes.

year: 2019-02

title: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue

authors: Wagner, Brent

subjects: cultural interface

abstract: Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

text: Intersecting knowledge worlds: Describing the cultural interfaces within a socioscientific issue Increasing numbers of science teachers in Aotearoa New Zealand are exploring ways to incorporate indigenous mātauranga Māori (Māori knowledge and ways of knowing) into their science programmes. This article presents findings from a study that examined how senior biology students in two English-medium secondary schools incorporated mātauranga Māori alongside biological science knowledge in their discussions about the use of 1080 poison to control mammalian predators. From a social constructivist ontology and interpretivist mode of inquiry using qualitative methodology, a triadic epistemic agency conceptual framework was developed inductively and used to analyse students’ written scripts for their national school leaving qualification (NCEA), and transcriptions of individual interviews. The study took place prior to the introduction of equal status to mātauranga Māori within the New Zealand Curriculum. Deductive analysis using the Triadic identified a group of ten students who drew from both knowledge systems, with varying degrees of knowledge integration. In addition to detailed representations of the theoretical space of the locale of the learner, the findings also identified three distinctive cultural interfaces occupied by the students: conflicted, parallel, and, connected. The findings underscore the importance of enabling diverse knowledge systems in biology classes to converge. Specifically, the incorporation of mātauranga Māori alongside biological science knowledge encourages a critical stance towards knowledge claims, supports pluralist knowledge use among culturally and linguistically diverse learners and promotes critical engagement with socioscientific issues (SSI) in senior secondary school biology.

year: 2026