title: Volunteer tourism: A host community capital perspective

authors: Zahra, Anne Louise

subjects: Bridging and bonding social capital

abstract: This study examines the impact of volunteer tourism on host communities utilising a community capitals perspective. A research design that includes focus groups, interviews and website analysis targets a cluster of communities that have hosted NGO run volunteer tourism programs in the Philippines for over twenty years. Flora's (2004) community capitals framework is applied to delineate a broad spectrum of impacts resulting from volunteer tourism. This framework accounts for political, built, natural, financial, human, cultural, and social (bridging and bonding) capitals. The data provides strong evidence that, in this case, volunteer tourists exert bridging social capital that in turn impacts every form of community capital. The study also reveals two additional forms of capital: welfare and personal.

text: Volunteer tourism: A host community capital perspective This study examines the impact of volunteer tourism on host communities utilising a community capitals perspective. A research design that includes focus groups, interviews and website analysis targets a cluster of communities that have hosted NGO run volunteer tourism programs in the Philippines for over twenty years. Flora's (2004) community capitals framework is applied to delineate a broad spectrum of impacts resulting from volunteer tourism. This framework accounts for political, built, natural, financial, human, cultural, and social (bridging and bonding) capitals. The data provides strong evidence that, in this case, volunteer tourists exert bridging social capital that in turn impacts every form of community capital. The study also reveals two additional forms of capital: welfare and personal.

year: 2013

title: Flood resilience technology in Europe: identifying barriers and co-producing best practice

authors: White, Iain

subjects: Co-production

abstract: Flood resistance (FRe) and resilience technologies hold considerable potential to limit the damage caused by flooding. Resistance technologies generally aim to keep water out of buildings, while resilient measures may allow ingress but create the conditions for a quicker recovery of individuals, communities and buildings. However, despite their potential contribution to flood risk management (FRM), their use remains uncommon. This paper draws on pan‐European research of local communities at risk and their representatives, and professional stakeholders working at a more strategic scale, to explore the barriers to use and describe the co‐production of new best practice. It interrogates the issues in terms of level of awareness, degree of acceptance and the integration into decision making. We found that even where awareness was high, there was a reluctance to use these measures. This is due to issues related to comparability, costs, installation, performance and maintenance. The research also revealed that FRM policy and practice has struggled to incorporate this emergent approach and that many individuals at risk are reluctant to take responsibility and protect their properties in this way. In response, this paper details how good practice guidance – the ‘Six Steps approach’ – was co‐produced with key stakeholders to facilitate the wider contribution of FRe to FRM.

text: Flood resilience technology in Europe: identifying barriers and co-producing best practice Flood resistance (FRe) and resilience technologies hold considerable potential to limit the damage caused by flooding. Resistance technologies generally aim to keep water out of buildings, while resilient measures may allow ingress but create the conditions for a quicker recovery of individuals, communities and buildings. However, despite their potential contribution to flood risk management (FRM), their use remains uncommon. This paper draws on pan‐European research of local communities at risk and their representatives, and professional stakeholders working at a more strategic scale, to explore the barriers to use and describe the co‐production of new best practice. It interrogates the issues in terms of level of awareness, degree of acceptance and the integration into decision making. We found that even where awareness was high, there was a reluctance to use these measures. This is due to issues related to comparability, costs, installation, performance and maintenance. The research also revealed that FRM policy and practice has struggled to incorporate this emergent approach and that many individuals at risk are reluctant to take responsibility and protect their properties in this way. In response, this paper details how good practice guidance – the ‘Six Steps approach’ – was co‐produced with key stakeholders to facilitate the wider contribution of FRe to FRM.

year: 2018

title: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika

authors: Fitzpatrick, Katie

subjects: physical education

abstract: Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

text: Hauora and physical education in New Zealand: perspectives of Māori and Pasifika Discussion surrounding the concept of Hauora (Durie, 1994) in the document Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999) has been controversial. Some writers have praised or justified its inclusion (Culpan, 1996/1997; Tasker, 1996/1997; Tinning, MacDonald, Wright & Hickey, 2001), while others accuse the writers of tokenism and misappropriation of indigenous knowledge (Hokowhitu, 2004; Salter, 2000). While existing at a political level, these debates have generally ignored student responses to and interactions with Hauora. Thus, this article intervenes in the existing debate and makes the case for the inclusion of student perspectives. My claims are made on the basis of a study into the perspectives of Māori and Pasifika students of physical education in New Zealand. The experiences of these students are related to the theory of hybridity (Besley, 2002; Bhabha, 1994), which suggests that young people actively negotiate and make critical decisions about what they think is relevant to them. I argue that the debate surrounding the concept of Hauora needs to include students' perspectives and consideration of the agency of young people in interactions with curriculum concepts.

year: 2005