Southeast Asia has in recent years become a crossroads of cultures with high levels of ethnic pluralism, not only between countries, sub-regions and urban areas, but also at the local levels of community and neighbourhood. Illustrated by a series of international case studies, this book demonstrates how the forces of 'post-colonialism' in their various manifestations are accelerating social change and creating new and 'imagined' communities, some of which are potentially disruptive and which may well threaten the longer term sustainability of the region. Interdisciplinary in approach, this book brings together geographers, historians, anthropologists, architects, education specialists, planners and sociologists to make connections and new insights and to provide a truly comprehensive view of heritage, culture and identity in this dynamic region.

Over the past two decades, ISEAS has compiled abridged articles that analyse key aspects of Southeast Asia's development and the ASEAN process. The ASEAN Reader was published in 1992 just as the Cold War ended, while The Second ASEAN Reader came in 2003 in the wake of the 1997 Asian crisis and the September 11 attacks in 2001. The past decade has not been spared its share of intense changes, with the rise of China and India bringing new challenges to the region's power equation, and the impact of the 2008 global financial crisis. Despite this, the momentum towards an integrated ASEAN community has been maintained. The articles in The Third ASEAN Reader study the trends and events of recent years, and discuss the immediate future of Southeast Asia.

Singapore Malays subscribe to mostly traditional rather than modern interpretations of Islam. Singapore state officials, however, wish to curb the challenges such interpretations bring to the country's political, social, educational and economic domains. Thus, these officials launched a programme to socially engineer modern Muslim identities amongst Singapore Malays in 2003, which is ongoing. Negotiating Muslim Identities documents a variety of ethnographic encounters that point to the power struggles surrounding two basic and very different ways of living. While the Singapore state has gained some successes for its project, it has also faced significant and multiple setbacks. Amongst them, state officials have had to contend with traditional Islamic authority that Malay elders carry and who cannot be ignored because these elders are time-entrenched authority figures in their community. One of the book's significant contributions is that it documents how Singapore, an avowedly secular state, has now turned to Islam as a tool for governance. Just as significant are the insights the study provides on another aspect of Singapore state governance, one usually described as 'authoritarian'. The book demonstrates that even 'authoritarian' states can face serious obstacles in the face of religion's influence over its followers. The academic literature on Singapore Malays is sparse: this work not only fills gaps in the existing academic literature but provides new and original research data. Its data-rich ethnographic and anthropological approach show the complexities of Malay and Muslim social contexts, and complements other works that examine Southeast Asian states ' management of Islam, which has attracted much scholarship given the global interest in Islam-based politics and social organisation.

Nations in Southeast Asia have gone through a period of rapid change within the last century as they have grappled with independence, modernization, and changing political landscapes. Governments and citizens strive to balance progress with the need to articulate identities that resonate with the pre-colonial past and look towards the future. Puppets and Cities: Articulating Identities in Southeast Asia addresses how puppetry complements and combines with urban spaces to articulate present and future cultural and national identities. Puppetry in Southeast Asia is one of the oldest and most dynamic genres of performance. Bangkok, Jakarta, Phnom Penh, and other dynamic cities are expanding and rapidly changing. Performance brings people together, offers opportunities for economic growth, and bridges public and private spheres. Whether it is a traditional shadow performance borrowing from Star Wars or giant puppets parading down the street-this book examines puppets as objects and in performance to make culture come alive. Based on several years of field research-watching performances, working with artists, and interviewing key stakeholders in Southeast Asian cultural production-the book offers a series of rich case studies of puppet performance from various locations, including: theatre in suburban Bangkok; puppets in museums in Jakarta, Indonesia; puppet companies from Laos PDR, the National Puppet Theatre of Vietnam, and the Giant Puppet Project in Siem Reap, Cambodia; new global puppetry networks through social media; and how puppeteers came together from around the region to create a performance celebrating ASEAN identity.

This comprehensive handbook is the ultimate reference work, providing authoritative and international overviews of all aspects of schools and schooling in Asia. Split into 19 sections it covers curriculum, learning and assessment, private supplementary tutoring, special education, gender issues, ethnic minority education and LGBTQI students in Asian schools. The volume displays the current state of the scholarship for schools and schooling in Asia including emerging, controversial and cutting-edge contributions using a thematic approach. The content offers a broad sweep of the region with a focus on theoretical, cultural and political issues as well as identifying educational issues and priorities, such as curriculum, assessment, teacher education, school leadership, etc., all of which impact students and learning in multiple ways. The Routledge International Handbook of Schools and Schooling in Asia brings together experts in each area to contribute their knowledge, providing a multidimensional and rich view of the issues confronting the region’s school and education systems. Chapters 34, 35, 36, 37, and 38 of this book are freely available as downloadable Open Access PDFs at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale. Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development. This book will be of relevance to academics and higher education students who have an interest in the fields of cross-cultural and intercultural understanding, comparative studies in education, and theories and practices of cognition, as well as the development of tertiary and secondary curricula and associated pedagogies that specifically acknowledge the cultural diversities of both teacher and learner.

The 'visual' has long played a crucial role in forming experiences, associations, expectations and understandings of heritage. Images convey meaning within a range of practices, including tourism, identity construction, the popularization of the past through a variety of media, and the memorialization of events. However, despite the central role of 'the visual' in these contexts, it has been largely neglected in heritage literature. This edited collection is the first to explore the production, use and consumption of visual imagery as an integral part of heritage. Drawing on case studies from around the world, it provides a multidisciplinary analysis of heritage representations, combining complex understandings of the 'visual' from a wide range of disciplines, including heritage studies, sociology and cultural studies perspectives. In doing so, the book provides a comprehensive overview of the theoretical and methodological tools necessary for understanding visual imagery within its cultural context.

What role does race, geography, religion, orthography and nationalism play in the crafting of identities? What are the origins of Singlish? This book offers a thorough investigation of old and new identities in Asia's most global city, examined through the lens of language.

This book reconceptualizes social studies teaching and learning in ways that will help prepare students to live in "new times" – prepared for new forms of labor, equipped to handle new and emerging technologies and function, and able to understand different perspectives to participate in an increasingly diverse, multicultural global society.

There has been much academic interest in the role of museums as places where understanding of the past is shaped and legitimised for a wide and increasingly diverse public. This book focuses on the museum representations of the Highland Clearances - a much neglected aspect of one of the most disputed and politically-charged issues in modern Scottish history. Drawing together a range of inter-disciplinary themes and notions, it considers the cultural legacy of the period, brings to light the socially and historically conditioned meanings and values encapsulated in museum narratives of the Clearances, and shows the significance of collective memory in the negotiations inherent in heritage work. Examining both national and local museums in Scotland and concluding with comparisons with Australian museums of migration, Dynamics of Heritage contributes to our understanding of the processes of heritage construction, and its relationship to issues of memory and other modes of engagement with the past.