In India, a land of faith, there are numerous occasions and venues where fear, desire, spirits, and rituals converge, leaving logic to take a back seat.

The parent organization of CEE Himalaya is the Centre for Environment Education (CEE), which was established in August 1984. CEE is a national institution with its headquarters in Ahmedabad and has been given the responsibility by the central government of promoting environmental awareness nationwide. It undertakes demonstration projects in education, communication, and development that endorse attitudes, strategies, and technologies that are environmentally sustainable. Based in the city of Lucknow in the state of Uttar Pradesh, CEE Himalaya has been working in the states of the Indian Himalayan Region (IHR) for over two decades. The mission of CEE Himalaya is to enhance understanding of sustainable development in formal, non-formal, and informal education through its work with schools, higher educational institutions, local and Indigenous communities, policy makers and administration, youth, and the general commu-nity. The primary objective of CEE Himalaya is to improve public awareness and understanding of environmental issues with a view to promote the conservation of nature and natural resources by integrating education with traditional streams of knowledge and cultural expressions. This approach demonstrates and grounds sustainable practices in rural and urban communities and facilitates the involvement of the business and public sectors to respond to the effects of climate change and variability.

The food we eat is an important part of culture. It is also an expression of community identity. As American folklorist Millie Rahn writes, The kitchen, historically, is the place where families gather and where the everyday and the ceremonial meet and overlap. Here families interact and share private traditions, expressing identity through their food to each other and to the world. Creativity is alive in this space, from daily mealtimes to more elaborate feasts that mark rites of passage, religious and secular holidays, and other special events. This is where knowledge is passed on, from traditional ways of preparing and using various ingredients, implements, tools, and techniques to legends, stories, anecdotes, and cultural exchanges that have become part of familial and regional folklife. We all eat, and associate different layers of cultural meaning to the food we consume. Explorations of food, then, can be an easy conduit into the complex world of intangible cultural heritage. This article gives several examples from the safeguarding initiatives of the Heritage Foundation of Newfoundland and Labrador that have used foodways as a means to get people thinking about, and engaged with, concepts of cultural transmission and heritage conservation.

The current topic of this conference is not very well studied in the Philippines. The word –shamanism- is regarded as an arbitrary umbrella-catch-all term for lack of something better because what it refers to in the Philippines is a far ranging set of practices, belief and value systems that are very specific. It is with some trepidation that these sets of practices, beliefs and value systems may not at all fit into the north-Asian concept of Shamanism, especially with reference to the structure and social organization. The latest local term used is –pagdidiwata – referring to the rituals invoking spiritual beings (diwata). The other terms used\nare bunung, baki, pagaanito, alisig, and many others depending on the culture of the some 80 different major ethno-linguistic groups in the country. Common to all is the belief in the existence of a spirit world to which the world of people should relate, through the medium of ritual specialists. There are differences, however, in the structure and social organization in the social behavior related to ethnic practice.

Modernization and other internal and external influences have caused vernacular houses in the Asia- Pacific region to be replaced. Today, their traditional status has been taken over by houses constructed using newly introduced materials and styles, even in remote villages. Although a house, as a physical object, may be considered to be a tangible heritage, the vernacular house is a product that encompasses intangible components, including the knowledge, skills, and local traditions associated with their construction, use, and maintenance by the particular community. The conservation or protection of vernacular houses is, in other words, tantamount to safeguarding their rich culture rather than merely the preservation of static buildings. \n\nVernacular houses in the tropics of Southeast Asia and the Pacific islands are often built using native plants, and they require occasional rebuilding and regular maintenance. The knowledge and skills required for the construction of a vernacular house building are rarely documented. Instead, the expertise is generally stored in memory and in the activities that are undertaken by an individual, family, or community. This is transferred through practical experience down the generations and is only shared among the members of a community. Our initiative focuses on the reconstruction of vernacular houses in conjunction with local communities, creating opportunities to understand all the requisites of building these traditional structures by thoroughly recording the construction process. \n\nChanges that have occurred in individual values, the lifestyles of ethnic communities, and their surrounding environments have created a situation in which the resources that are necessary for the construction of vernacular houses are less easily available or no longer available. It is common for vernacular houses to be perceived as outdated, old-fashioned, and underdeveloped. A vernacular house can no longer be built and used in the same way that it was when it was the only choice of housing. We need to identify ways in which to sustain traditional house building practices and to utilize this knowledge by examining its potential and its meaning in the modern context. This paper introduces our approach to the reinstatement and reconstruction of vernacular houses and to the revival of related activities in conjunction with local communities in Fiji, Thailand, Vanuatu, and Vietnam and illustrates some of our findings. In the process, the study identifies what it takes to build and sustain vernacular housing.

Culture is chiefly perceived as a driving force for sustainable development in the UN’s action plan for people, planet, and prosperity entitled “Transforming Our World: 2030 Agenda for Sustainable Development’. In this context, there is a foreseeable strength in ICH to generate means for sustainable development. The following issues are considered as starting points of discussion: (1) the methods of aligning commercial activities with ICH safeguarding activities, (2) the possible risks to ICH viability and the ways in which they can be mitigated, and (3) the prospect of moving toward and maintaining a mutual relationship between ICH Safeguarding and development policies.\nKeeping the grassroots level highly pertinent in Session 3, we intend to put various NGOs activities at the center of the discussion, particularly in light of our pursuit to assess their presence in sustainable tourism development and eco‐tourism, looking into the possibility of expanding the role of NGOs in areas such as cultural mapping and gender equality. To end, a plenary discussion will be held. The outcome document will be circulated to share the discussion points of and lessons learned from the meeting.

At first reckoning, puto, a traditional Filipino rice cake, may not seem to fall into the category of fermented food. But a whiff of it or a bite reveals a very slight but pleasantly sour taste, with a subtle tinge of alcohol. After all, proper puto is made of fermented rice. It is “cooked” twice, first fireless by fermentation, then over fire as steaming.

Learning oral epic traditions means learning people’s lifestyle, traditions, customs and history, their present and future, their way of thinking and their spirit. Specifically, it means understanding the originality of a nation, its qualities, wishes, way of living and outlook or, in other words, learning the oral traditions of a nation means to study the nation itself. The process of modernising our present morals depends on how we have studied literary heritage, including the originality and degree of mythology in oral epic traditions. For this, initially we need to learn, investigate and research ancient mythological imaginations of our people and their oral narrative traditions, which are the base for art and literature. Oral epic works present the literary history of any nation.

During the first pilot project implementation on inventorying intangible cultural heritage in Uganda from 2014, Gulu Theatre Artists have been investigating a number of traditional foods within the Pageya Chiefdom to get an overview over the rich food tradition in this area.

Traditional food systems of native peoples around the world are critical to cultural identity and customs as well as to the continuation of biological genetic diversity. However, such traditional cuisines are becoming increasingly vulnerable due to the advent of global food systems, agroindustry, and changing lifestyles as well as to shifting preferences and ignorance of original ingredients. Furthermore, territorial transformations and distancing from ancestral lands have led to the loss of knowledge regarding the benefits of diverse ecosystems and their natural resources.

In 2017, Tajikistan ratified the 2003 Convention. Two years later, the Tajik government passed a decree and project to take place between 2013 and 2020. The goals of this project were to safeguard ICH from disappearing; reviving traditions; helping and supporting performers and masters; endorsing cultural elements accessible for wide use; studying and preparing books, films, and musical discs; and organizing folk festivals, cultural competitions, and other exhibitions. The festivals have several social and cultural functions due to their continuity. Infestivals, a person experiences his/her membership in society and feels the collective solidarity. Festivals also include didactic elements, mainly structuring the young generation in the task of responsibility among other members of the society; they should follow prescribed social and cultural norms. At the same time, festival also function on a psychological level, giving people a sense of national or ethnic identity and building social integration, solidarity, thus creating an atmosphere of friendship.

The chapter is part of a UNESCO book about intangi- ble cultural heritage (ICH) in relation to the Sustain- able Development Goal 2 (SDG2): Zero Hunger. This chapter starts with an introduction to the Centre for Sustainable Rural Development (SRD), a Vietnamese organization that ran a project related to ICH and SDG2. The chapter continues with an introduction to the geographical and social context of the project, as well as three case studies describing the effect of the project activities on farmers’ lives. The chapter ends with two essays contextualizing the project in the larger issue of community resilience for climate change, and agrobiodiversity for food security.