Local culture global cultural imperialism and sustainability cases from Malaysia and the Philippines.

Understanding the cases; LEGATO – Land-use intensity and ecological engineering rice based production systems

Please first watch the video, LEGATO – Land-use intensity and ecological engineering rice based production systems, to learn about the case in Ifugao, Philippines.


Please then click on the link for the Google Earth Voyager case on the Orang Asal Indigenous Lands of Malaysia (Links to an external site.), to learn about many tribes of the Orang Asal, the Indigenous peoples of Malaysia, and how they cope with ecotourism. Here is the screenshot if you successfully land on the Google Earth Voyager project, with the blue button of “explore” located at the lower left corner.

Once you click on the blue button of “explore”, You will be taken virtually to Malaysia and learn about many tribes’ experience there by going through the voyager slides on the right side of the screen. What you can see here is a screenshot of just that, note that the voyager slide #1 listed on the right side of the screenshot.Local culture global cultural imperialism and sustainability cases from Malaysia and the Philippines

There are many tribes in the voyager presentation, such as the Jakun village of Kampung Peta in Ulu Endau (on voyager slide #2 ), and the Semai community of Kampung Ulu Semul in Pahang (on voyager slide #3). There are success stories, as well as struggles, explained in images and videos. You will select two tribes from the Orang Asal indigenous Lands of Malaysia, and compare their experience with the Ifugao case in the Philippines; ideally, you will select one tribe who have successful stories, and one tribe who are going through struggles.


Module 2, Video 2: What is imperialism? (Links to an external site.) from UTS ePRESS (Links to an external site.) on Vimeo (Links to an external site.).

Finally, to refresh memory, it is a good idea to revisit the lecture video from this week, What is Imperialism?

  1. Writing up discussion posting

You will then select ONE worldview continuum from individualism vs. collectivism, egalitarian vs. hierarchy, achievement vs. ascription, as well as mastery vs. adaptive, in your responses to the following questions:

1 [claim] Among all the cases you studied which two tribes you have selected from the Orang Asal Indigenous Lands of Malaysia? Which Voyager slide are they each on? which worldview continuum you’ve selected that can connect the experience among the two tribes in Malaysia to the community of Ifugao in the Philippines?

Local culture global cultural imperialism and sustainability cases from Malaysia and the Philippines

2 [definition] Can you explain the two cultural orientations on either ends of the continuum in your own words?

3 [example] Please describe specific details from all three cases (two tribes from Malaysia and Ifugao in the Philippines) that you see as relevant to your worldview continuum. Do you see decisions made by stakeholders in the cases that is local community members and/or outsiders resonating with either end of your chosen cultural continuum? How so? Did you see evidence of cultural imperialism as explained in our textbook Intercultural Learning? Did you see evidence of particular practice such as green grabbing or resource alienation?

4 [explanation] As a form of environmental justice, climate justice is “the fair treatment of all people and the freedom from discrimination in the creation of policies and projects that address climate change as well as the systems that create climate change and perpetuate discrimination (Bartholomew, 2015, para. 2)”. At the end of the day, as global citizen, what can we do to offer culturally responsive solutions to the challenges we examined? Project Drawdown is a website hosting solutions to climate change challenges. For the sector on Food, Agriculture, and Land Use (https://drawdown.org/sectors/food-agriculture-land-use (Links to an external site.)), we can see many solutions. Can you select one solution and discuss how, from a culturally relevant way, provide a better balance between the cultural orientations on your worldview continuum discussed earlier?

[tips for success] successful writers avoid going through the case thinking only with one set of cultural values they feel comfortable with. For instance, they not only see the rationale following an individualistic, egalitarian view where one should establish themselves through personal achievements, they also see the rationale following a collectivistic view where individuals follow more strict social hierarchy (son follows father in what they do for a living, for instance). In addition, successful writers will go into details of how this chosen solution may demonstrate better balanced cultural view among many stakeholders: government, tourists, local farmers.

Work cited

Bartholomew, Shannon (2015). What does Climate Justice Mean to You? Climate Generation, retrieved Sep 15 2021 at  https://www.climategen.org/blog/what-does-climate-justice-mean-to-you/


Citation guidance] We use APA style in this class when you cite from resources other than your own in any graded writing assignment. Please make sure that you know how to make in-text citation and bibliography following APA style. See me if you need additional information. Incorporation of course textbook content are always expected and will be used to evaluate the quality of your posting.Please know that citation from websites based on user-generated content, such as Wikipedia.org, dictionary.com, about.com, will result in a deduction of points. Discussion postings are expected to be 500-800 words each. Discussion postings offer a “deeper dive” and learners can demonstrate higher-level of learning by comparing, analyzing and synthesizing from multiple cases or examples using the concept / theories introduced that week. Discussion postings are visible to the entire class. To demonstrate efforts of participation, learners will also provide either a self-reply to their posting (where they reflect upon the challenge and/or reward writing the posting) or a peer reply to someone else’s posting in the same forum (where they share what they’ve learned from the posting). self-replies and peer replies are each 100 words or more.[Evaluation of on-line Postings] Each response will be evaluated using the category of “Content Development”, “Sources and Evidence” and “Control of Syntax and Mechanics” from the VALUE rubrics, with the Capstone performance will receive 6 pt from Content Development, 2pt from Sources and Evidence and 2 pt from Control of Syntax and Mechanics.




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