title: The role of women in nation-building: Rocking the Boat at the Risk of making it Capsize?

authors: Williamson, Myra Elsie Jane Bell

abstract: I have been in exile for a long time, and I was amazed at the resilience, intelligence, strength and ability of the Afghan women that I met who came from inside the country and around the world. These women, I promise, can rebuild the country with no problem.1 In this paper I propose to examine the role played by women in post-conflict scenarios, especially with regards to peace-keeping and nation building. I would like to begin with a general statement about the important and equal role of women in society, a principle which is enshrined in both international human rights documents such as the Universal Declaration of Human Rights and the International Covenant on Civil and Political Rights. It is also a principle that is accepted by the major religions, including Islam. The proposed title of the paper takes its inspiration from the following quote: Few policymakers responsible for nation-building would argue against the ultimate goal of establishing equitable, democratic and egalitarian societies in which the human rights of women are respected. Many however, express the fear that pursuing that goal “too soon” may rock the boat, and that in dealing with a boat so shaky that it may capsize anyway, you just can’t take the risk. (Bernard et al, 2008: 3) This paper seeks to determine what role women should play in postconflict scenarios, without “capsizing the boat”. It questions to what degree women’s involvement must be postponed in order to first “stabilize the situation”. Some would argue that given the various advantages in women’s involvement sooner rather than later, that their involvement ought not to be postponed.1 The paper will particularly draw upon the involvement of women in Afghanistan. However, Afghanistan itself provides examples of the danger and difficulty of promoting women’s involvement in nation-building. For example, as recently as Sunday 29th September 2008 it was reported that an iconic Afghan policewoman, Malalai Kakar, had been shot and killed, and that the Taliban had claimed responsibility for her death.2 This was not the first instance of a woman in Afghanistan’s post-2001 police force being directly targeted for assassination. The question these incidents raise is whether an emphasis on promoting the participation of women in the Afghani police-force is premature: is this an example of “rocking the boat” or is this all part and parcel of nation-building? The proposed broad outline for the paper is as follows: Introduction and basic premises: The equality of women and the role of women in society: general legal, social and religious principles; Women and nation-building: definitions, general principles, international documents and statistics; Afghanistan: processes and problems – historical context and modern issues; Conclusion: recommendations for Afghanistan in particular and for women in nation-building in a more general sense.

text: The role of women in nation-building: Rocking the Boat at the Risk of making it Capsize? I have been in exile for a long time, and I was amazed at the resilience, intelligence, strength and ability of the Afghan women that I met who came from inside the country and around the world. These women, I promise, can rebuild the country with no problem.1 In this paper I propose to examine the role played by women in post-conflict scenarios, especially with regards to peace-keeping and nation building. I would like to begin with a general statement about the important and equal role of women in society, a principle which is enshrined in both international human rights documents such as the Universal Declaration of Human Rights and the International Covenant on Civil and Political Rights. It is also a principle that is accepted by the major religions, including Islam. The proposed title of the paper takes its inspiration from the following quote: Few policymakers responsible for nation-building would argue against the ultimate goal of establishing equitable, democratic and egalitarian societies in which the human rights of women are respected. Many however, express the fear that pursuing that goal “too soon” may rock the boat, and that in dealing with a boat so shaky that it may capsize anyway, you just can’t take the risk. (Bernard et al, 2008: 3) This paper seeks to determine what role women should play in postconflict scenarios, without “capsizing the boat”. It questions to what degree women’s involvement must be postponed in order to first “stabilize the situation”. Some would argue that given the various advantages in women’s involvement sooner rather than later, that their involvement ought not to be postponed.1 The paper will particularly draw upon the involvement of women in Afghanistan. However, Afghanistan itself provides examples of the danger and difficulty of promoting women’s involvement in nation-building. For example, as recently as Sunday 29th September 2008 it was reported that an iconic Afghan policewoman, Malalai Kakar, had been shot and killed, and that the Taliban had claimed responsibility for her death.2 This was not the first instance of a woman in Afghanistan’s post-2001 police force being directly targeted for assassination. The question these incidents raise is whether an emphasis on promoting the participation of women in the Afghani police-force is premature: is this an example of “rocking the boat” or is this all part and parcel of nation-building? The proposed broad outline for the paper is as follows: Introduction and basic premises: The equality of women and the role of women in society: general legal, social and religious principles; Women and nation-building: definitions, general principles, international documents and statistics; Afghanistan: processes and problems – historical context and modern issues; Conclusion: recommendations for Afghanistan in particular and for women in nation-building in a more general sense.

year: 2019

title: Lecture capture using large interactive display systems

authors: Apperley, Mark

subjects: computer science

abstract: There are various software technologies that allow capture and redelivery of lectures. Most of these technologies however rely on the use of proprietary software, often requiring extra efforts from the lecturer in terms of the initial preparation of the lecture material, or in editing and annotating after the lecture to make the material suitable for the students. To review the material students then require access to the proprietary software. This paper describes a system for the lightweight capture of lecture presentations, based on the use of a low-cost large interactive display surface, together with standard Microsoft PowerPoint™ presentation software. The captured version of the presentation includes the original lecture slides, graphical annotations made by the lecturer during the lecture, and the audio recording of the lecture; all saved as a PowerPoint file. In addition, the system adds some annotations and index slides to allow quick and easy access to different segments of the presentation. Presentations can be replayed in part or in full as required, preserving all of the content of the live lecture.

text: Lecture capture using large interactive display systems There are various software technologies that allow capture and redelivery of lectures. Most of these technologies however rely on the use of proprietary software, often requiring extra efforts from the lecturer in terms of the initial preparation of the lecture material, or in editing and annotating after the lecture to make the material suitable for the students. To review the material students then require access to the proprietary software. This paper describes a system for the lightweight capture of lecture presentations, based on the use of a low-cost large interactive display surface, together with standard Microsoft PowerPoint™ presentation software. The captured version of the presentation includes the original lecture slides, graphical annotations made by the lecturer during the lecture, and the audio recording of the lecture; all saved as a PowerPoint file. In addition, the system adds some annotations and index slides to allow quick and easy access to different segments of the presentation. Presentations can be replayed in part or in full as required, preserving all of the content of the live lecture.

year: 2002

title: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand

authors: Newcombe, Nicolina

abstract: Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

text: Using inclusive research with participants with learning (intellectual) disability to better inform adult literacy policies in Aotearoa New Zealand Western ideas about disability and literacy were developed in tandem during the Industrial Revolution and subsequently brought to Aotearoa New Zealand via colonisation. These ideas inform and reinforce educator attitudes, which are the leading factor impeding adults with learning [intellectual] disability from their educational pathways of choice. People without learning disability need to hear the voices of people with learning disability to counteract these attitudes and move towards transformational equality.

There is a paucity of information about the access to and accessibility of adult literacy education for people with learning disability in Aotearoa New Zealand. However, anecdotal evidence reports their exclusion, even from foundational adult learning. There was a gap in knowledge where collaborative research that conveys the experiences of adults with learning disability was needed to gain greater insight to these issues in our bicultural context. My original contribution to knowledge is to present the voices of adults with learning disability as they discuss and demonstrate their literacy practices, and to use their perspectives to make recommendations for adult literacy policies in Aotearoa New Zealand.

I undertook a thematic analysis of current adult literacy policies in Aotearoa New Zealand and found that they target “most” adult learners, while positioning disabled people as needing specialised, and by inference optional to provide, education and resources. These policies also prescribe a linear and progressive andragogy that may not meet the needs of all adults with learning disability, while measuring literacy skills in a way that does not foreground their strengths or value their purposes for engagement.

Then, I conducted Inclusive Participatory Action Research with five adults with learning disability to gather information about their literacy practices and perspectives. Participants in this research decided to call themselves the Passioners. We met for 10 research meetings, preceded by at least two home visits, and interspersed by reflective meetings with individual participants. All research information was presented in easy read and key information was distributed audiovisually.

The Passioners added value to this research by providing unique opportunities that are only available through doing inclusive research with them, prompting research improvements, innovation, and my efforts towards acculturation in their worlds. I evaluated my inclusive approach in this research to learn more about how people with learning disability do research as people with learning disability, and what dispositions, resources, and skills people without learning disability need to do research with them.

Using reflexive thematic analysis, I constructed six themes from our research meetings data: learning disability cultural literacies, Māori (Indigenous peoples of Aotearoa New Zealand) cultural literacies, Pākehā (New Zealanders of European descent) cultural literacies, encoding, decoding, and social media, which extends the narrow definition of literacy in our adult literacy policies. These findings, and those from my policy analysis, were used to inform policy recommendations. Policy recommendations in this research may support implementation of the United Nations Convention on the Rights of Persons with Disabilities, particularly access to lifelong learning on an equal basis with others.

year: 2024-09