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Recent policy discourse on the localisation of disaster management and humanitarian assistance lacks attention to the culture, history, and traditions of the Global South. This special issue of Disasters argues that it is imperative to recognise the dynamic, interactive, contested, and negotiated nature of local knowledge. Such local knowledge saves lives by enabling responders to situate ad hoc, one‐off events such as disasters in the broader and deeper context of community relationships, thereby providing more appropriate and more effective aid. Through the cases of China, Japan, Indonesia, and the Philippines, this special issue examines such dynamic local knowledge using an analytical framework consisting of three manifestations of local knowledge, namely: social capital; contextual historical memories; and adaptation to new ideas. These three manifestations show the ways in which local knowledge creates local capacity, via which local, national, and international disaster respondents can centre their response coordination, and in turn, demonstrate how local capacity reformulates local knowledge. [ABSTRACT FROM AUTHOR]

Chinese humanitarian actors have worked frequently with the Chinese diaspora in disaster-affected areas, but little, if any, research has been conducted into the important role of the diaspora in disaster response and humanitarian assistance. This paper investigates what local knowledge the Chinese diaspora has offered to humanitarian actors from the People's Republic of China (PRC), and how this has contributed to their effectiveness. Based on a case study of the semi-autonomous Indonesian province of Aceh in the aftermath of the Indian Ocean tsunami of 2004, this paper argues that the diaspora can serve as a linchpin in local and international humanitarian action. It can do so by strengthening networks and bringing together local ethnic communities, local governments, and the PRC's humanitarian actors, while also offering local knowledge in the form of contextual memory. Such local knowledge may have to be fully utilised to address any underlying ethnic tensions in disaster-affected areas., (© 2024 The Authors. Disasters published by John Wiley & Sons Ltd on behalf of ODI.)

This article presents a qualitative content analysis of the instruction material used by the State Islamic University Syarif Hidayatullah Jakarta for its mandatory civic education course, which was introduced in the year 2000/2001 in collaboration with US-based The Asia Foundation. Kicked off during the Indonesian democratisation process, the so-called Reformasi (1998-2004), the course aimed at socialising Muslim students into the values and norms of democracy, human and civil rights, and critical thinking. By focusing on the content of the chapter on "Democracy" in the course's original and revised textbook, it is shown that the Islamic academics involved in the creation of the course acted as cosmopolitan brokers between Islamic, Indonesian and Western culture, but in the course of time shifted to promote democracy from an increasingly Islamic and Indonesian perspective, thereby engaging in a practice of localisation. However, the textbooks also featured several biases, inconsistencies and contradictions that mitigated their pedagogic quality and that are critically assessed in this article. Despite these shortcomings, it is argued that due to the course's overall strong pro-democratic commitment and its strategic institutionalisation on campus, the State Islamic University Syarif Hidayatullah Jakarta, with its academic milieu, must be understood as a pro-democratic actor whose political agency during as well as after Reformasi deserves more scholarly attention. [ABSTRACT FROM AUTHOR]