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A ZJER article on theater education for the purpose of challenging gender inequality in Zimbabwe. ; The article explores possibilities of enhancing theater education for purposes of challenging and dismantling gender exploitation and oppression in order to facilitate social, political and ideological processes which can foster gender equity and harmony. It proceeds from the recognition that theater practice in Zimbabwe is still fraught with gender biases, contradictions and inconsistencies. In order to address this challenge, the article explores and proffers specific strategies in ensuring that gender sensitivity becomes a critical element of every production in theater education at both the theoretical and practical levels. Consequently, a distinguishing tenet of each of the possibilities explored in this article is the need to regard each element of theater construction processes as a teaching and teachable moment for gender consciousness. It is envisaged that with such an approach, preschools, primary and secondary schools, tertiary institutions and grassroots/ professional theater groups will acquire relevant knowledge, skills and competencies that will make theater a strong arena for constructive and inspiring gender dialogue. Gender equity as one of the millennium goals is not an insurmountable task. Theater education can play a significant part towards its realization.

Introduction: Current trends, debates and discussion in physical education teacher education -- Understanding trans-locality, diversity and social justice -- Mobilising trans-local cultural capital in physical education in schooling -- Repositioning the others in physical education teacher education in a trans-located world -- Critical pedagogy and wayfinding in trans-local learning in physical education teacher education -- Being and becoming critical pedagogues: Habitus transformation in trans-local learning -- Diversity work starts within ourselves -- Enduring challenges and possible directions in a trans-located world in physical education teacher education.

The article is based on data and evidence from a project of 'activist research' in migrant and refugee social movements in South Yorkshire U.K. The article argues that migrants' social movements have been neglected as important in the development of popular adult education in the U.K. The history of migrants' social movements from 1945 is sketched to demonstrate social movement influences on the content and ideological assumptions of state provision of adult education. The history also suggests a similar trajectory to 'old' contentious social movements like trades unions. The current research in migrants and asylum rights movements reported in the article suggests that migrants social movements are active and proficient in developing popular adult education initiatives including critical analysis of racist political and power discourses. The importance of these movements is demonstrated in a case study of a high profile campaign against the privatisation of asylum housing in Yorkshire by the world's largest security company G4S. (DIPF/Orig.)

Cover -- Half-Title -- Title -- Copyright -- Contents -- List of Boxes -- Foreword -- Series Editor's Introduction -- Acknowledgements -- List of Abbreviations -- 1 Introducing Gender Pedagogy in medias res -- 2 Researching Gender Pedagogy -- 3 Tracing Paper -- 4 Gender -- 5 Learning Gender -- 6 Feminist Gender Pedagogy -- 7 Gender Pedagogy -- 8 Invitation -- References -- Index

Abstract

Bangladesh uses category I of nuclear materials and category 1-5 of radioactive materials in the field of research, medical and industries. The Government is going to implement its first nuclear power plant under an IGA between the Bangladesh and Russian Governments. With the emerging global nuclear and radiological terrorism by potential adversaries, enhancing nuclear security is the paramount importance for the country. The paper has found no established communication channels among stakeholders in order to work in a coordinated and collaborative manner for strengthening the nuclear security. This has resulted lacking importance of education, research, training and knowledge management initiatives among stakeholders. Developing nuclear security policy at national and organizational levels, regulatory documents, technical guidance and action plan are also lacking. The paper suggests for creating a powerful nuclear security governance to collectively tackle the nuclear insecurity dynamics. This paper also suggests for establishing an institution under a public university with a global partnership for enhancing and sustainable maintaining the nuclear security regime through developing competent human resources.

Historical sociology has long been concerned with the study of organized state violence. Since the mid-1970s, a substantial body of work has come to focus on the importance of warfare to historical processes of state formation. The first generation of this literature proposed that the relentless existential struggle between the warring polities of medieval Europe had favored the survival of states that could adopt ever more efficient means to extract and mobilize resources from the local population to feed the war effort. Early states therefore evolved the institutions to collect taxes and administer territory largely as a functional byproduct of interstate military competition. From this perspective, the logic of war making was the driving force behind the rise of the modern state in Europe.

Does engineering design education in North America prepare students to address the major issues of our time? In today's political and social climate, engineers are part of multi-disciplinary teams tasked with finding solutions to complex issues like poverty, climate change, the housing affordability crisis, resource depletion, and water shortages. By definition, these problems are "wicked". If engineers are to play a role in addressing issues that exist at the intersection of technology and society, they must have a deep understanding of both technical competencies and of human factors. They must have the ability to empathize. In consideration of today's social, political, and environmental challenges, it has never been more important to instill social competencies into engineering education and practice, particularly around engineering design. This paper analyzes the previous literature on empathy in engineering education in North America and synthesizes the data to present the conceptualization that engineers have of empathy in education and practice.