Arts and Culture

Author(s):  
Debra Campbell
Keyword(s):  
2020 ◽  
Vol 17 (2) ◽  
pp. 63
Author(s):  
ROHASLINDA BINTI RAMELE ◽  
YAMAZAKI JUICHI ◽  
MD NAJIB IBRAHIM ◽  
LILIS SHEREENA SAFIEE

This study aims to clarify regulations used among each type of registered and unregistered Malaysian homestays and to reveal issues arose regarding the implemented regulations. Selected homestays that are established by the government organizations and individuals were investigated to carry out the comparison on each homestay. Host families and persons in charge of the Ministry of Tourism, Arts and Culture (MOTAC), the Ministry of Agriculture (MOA), and the Ministry of Rural and Regional Development (MRRD) were also interviewed. Findings showed that there is only one guideline used for all types of homestays in Malaysia, which is the Malaysia Homestay Registration Guideline, established by MOTAC. MOTAC has also been selected as a leader of homestays in the Southeast Asian countries by the ASEAN Secretariat; therefore, the ASEAN Homestay Standard is also being referred. However, the implementation of this guideline and standard among other homestays unregistered with MOTAC (homestays established by MOA, MRRD, and individuals) is not compulsory, although encouraged, where they may receive equal benefits in term of facilities and promotion. Some issues arose due to the tax regulated by the local authorities, failure on homestays to be registered with MOTAC, and abandoned homestays. This study recommended that the Malaysia Homestay Registration Guideline to be standardized and regulated to all types of homestays, including individuals and unregistered homestays in Malaysia. This is important in order to reduce issues arose involving the homestay industry, providing safety and comfort to the tourists and, to help to develop rural income among host families and the rural community themselves.Keywords: Rural tourism, homestay, regulation, management, operation


2020 ◽  
Vol 2 ◽  
pp. 19-25
Author(s):  
Mark C Anderson

Horror films such as White Zombie (1932) reveal viewers to themselves by narrating in the currency of audience anxiety. Such movies evoke fright because they recapitulate fear and trauma that audiences have already internalized or continue to experience, even if they are not aware of it. White Zombie’s particular tack conjures up an updated captivity narrative wherein a virginal white damsel is abducted by a savage Other. The shell of the captivity story, of course, is as old as America. In its earliest incarnation it featured American Indians in the role as savage Other, fiendishly imagined as having been desperate to get their clutches on white females and all that hey symbolized. In this way, it generated much of the emotional heat stoking Manifest Destiny, that is, American imperial conquest both of the continent and then, later, as in the case of Haiti, of the Caribbean Basin. White Zombie must of course be understood in the context of the American invasion and occupation of Haiti (1915-1934). As it revisits the terrain inhabited by the American black Other, it also speaks to the history of American slavery. The Other here is African-American, not surprisingly given the date and nature of American society of the day, typically imagined in wildly pejorative fashion in early American arts and culture. This essay explores White Zombie as a modified captivity narrative, pace Last of the Mohicans through John Ford’s The Searchers (1956), the Rambo trilogy (1982, 1985, 1988), the Taken trilogy (2008, 1012, 2014), even Mario and Luigi’s efforts to rescue Princess Peach from Bowser.


Author(s):  
R.V. Vaidyanatha Ayyar

This chapter offers a vignette of the policy and administrative environment in which a State Education Department has to function. It describes the challenge of administering a mammoth regulatory system, of managing relationship with Chief Minister, politicians, and Vice-Chancellors, and managing teacher unions the crippling burden of litigation, and the establishment of the country’s first State Council of Higher Education. It also explores questions such as: What is a university? Should an institution encompass almost all significant branches of knowledge, combine teaching and research, and be engaged in the creation of knowledge if it were to be called a university? Can a university promote arts and culture? How is a woman’s university different? What could be the State-level mechanism for regulation of and coordination among universities? Should private participation in the expansion of access be encouraged, and if so how? What should be the policy towards minority education institutions?


2020 ◽  
Vol 27 (4) ◽  
pp. 449-465
Author(s):  
Stanley N. Katz ◽  
Leah Reisman

AbstractThis article discusses the impact of the COVID-19 pandemic and the Black Lives Matter movement on the arts and cultural sector in the United States, placing the 2020 crises in the context of the United States’s historically decentralized approach to supporting the arts and culture. After providing an overview of the United States’s private, locally focused history of arts funding, we use this historical lens to analyze the combined effects of the pandemic and Black Lives Matter movement on a single metropolitan area – Philadelphia, Pennsylvania. We trace a timeline of key events in the national and local pandemic response and the reaction of the arts community to the Black Lives Matter movement, arguing that the nature of these intersecting responses, and their fallout for the arts and cultural sector, stem directly from weaknesses in the United States’s historical approach to administering the arts. We suggest that, in the context of widespread organizational vulnerability caused by the pandemic, the United States’s decentralized approach to funding culture also undermines cultural organizations’ abilities to respond to issues of public relevance and demonstrate their civic value, threatening these organizations’ legitimacy.


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