title: Global Zero: The new old agenda

authors: Smith, Ron C.

subjects: nuclear weapon

abstract: The project of abolishing all nuclear weapons has been given fresh impetus but the old questions remain. Having regard to the manifold problems of definition and verification, is 'Global Zero' realistic in a world in which proliferation seems more likely than abolition? Is it even desirable under present and foreseeable security conditions? Familiar arguments for extended deterrence still seem to underpin security judgments about the possibility of war between the major states and the complexities of the nuclear fuel cycle continue to present a major challenge to international control.

text: Global Zero: The new old agenda The project of abolishing all nuclear weapons has been given fresh impetus but the old questions remain. Having regard to the manifold problems of definition and verification, is 'Global Zero' realistic in a world in which proliferation seems more likely than abolition? Is it even desirable under present and foreseeable security conditions? Familiar arguments for extended deterrence still seem to underpin security judgments about the possibility of war between the major states and the complexities of the nuclear fuel cycle continue to present a major challenge to international control.

year: 2009

title: Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi

authors: Chikasanda, Vanwyk Khobidi Mbubzi

subjects: professional development

abstract: This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers’ knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in subsequent phases. On-going support, reflection and feedback underpinned the professional development processes to enhance teachers’ prospects of putting aside old traditions and culture to implement new practices in their classrooms. The teachers collaboratively explored new concepts through readings of selected scholarly papers, making presentations of their views generated from the readings and engaging with peers in discussing learning, curriculum issues and concepts related to the nature of technology and technology education. A qualitative analysis of the teachers’ journey through the phases of the professional development showed the teachers’ enhanced knowledge of technology and technology education. However, their classroom practices showed technological pedagogical techniques that reflected their traditional strategies for teaching technical subjects. It is argued that although the teachers’ conceptualisation of learning in technology was still fragile at this point, attempts to shift teachers’ beliefs and practices require deep theoretical grounding and transferring that into technological practices. A professional development built on existing ideas and context helps expand the teachers’ views about the nature of technology and technology education.

text: Enhancing teachers’ technological pedagogical knowledge and practices: a professional development model for technology teachers in Malawi This paper reports on a professional development that was designed and implemented in an attempt to broaden teachers’ knowledge of the nature of technology and also enhance their technological pedagogical practices. The professional development was organised in four phases with each phase providing themes for reflection and teacher learning in subsequent phases. On-going support, reflection and feedback underpinned the professional development processes to enhance teachers’ prospects of putting aside old traditions and culture to implement new practices in their classrooms. The teachers collaboratively explored new concepts through readings of selected scholarly papers, making presentations of their views generated from the readings and engaging with peers in discussing learning, curriculum issues and concepts related to the nature of technology and technology education. A qualitative analysis of the teachers’ journey through the phases of the professional development showed the teachers’ enhanced knowledge of technology and technology education. However, their classroom practices showed technological pedagogical techniques that reflected their traditional strategies for teaching technical subjects. It is argued that although the teachers’ conceptualisation of learning in technology was still fragile at this point, attempts to shift teachers’ beliefs and practices require deep theoretical grounding and transferring that into technological practices. A professional development built on existing ideas and context helps expand the teachers’ views about the nature of technology and technology education.

year: 2013

title: Inclusion of indigenous peoples in CONFINTEA VI and follow-up processes

authors: Morrison, Sandra L.

subjects: indigenous people and CONFINTEA VI

abstract: This paper discusses key issues raised by indigenous peoples during CONFINTEA VI and proposes strategies to enable them to participate in ongoing processes. Indigenous peoples are not involved in the design, implementation and monitoring of adult education programmes, and this often results in a “one-size-fits-all” model. This article takes the position that indigenous people must have full and effective participation in all matters which concern them and that well-meaning policy statements are only as effective as the display of real effort to make them work. One example of an indigenous community taking initiative in order to free itself of overwhelming deficit positioning by mainstream educational and other systems is the Māori community of Aotearoa/New Zealand. The paper argues that through CONFINTEA VI, there is still space for the voice of indigenous peoples to be heard.

text: Inclusion of indigenous peoples in CONFINTEA VI and follow-up processes This paper discusses key issues raised by indigenous peoples during CONFINTEA VI and proposes strategies to enable them to participate in ongoing processes. Indigenous peoples are not involved in the design, implementation and monitoring of adult education programmes, and this often results in a “one-size-fits-all” model. This article takes the position that indigenous people must have full and effective participation in all matters which concern them and that well-meaning policy statements are only as effective as the display of real effort to make them work. One example of an indigenous community taking initiative in order to free itself of overwhelming deficit positioning by mainstream educational and other systems is the Māori community of Aotearoa/New Zealand. The paper argues that through CONFINTEA VI, there is still space for the voice of indigenous peoples to be heard.

year: 2011