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Botswana has been portrayed as a major case of exception in Africa—as an oasis of peace and harmony with an enduring parliamentary democracy, blessed with remarkable diamond-driven economic growth. Whereas the "failure" of other states on the continent is often attributed to the prevalence of indigenous political ideas and structures, the author argues that Botswana's apparent success is not the result of Western ideas and practices of government having replaced indigenous ideas and structures. Rather, the postcolonial state of Botswana is best understood as a unique, complex formation, one that arose dialectically through the meeting of European ideas and practices with the symbolism and hierarchies of authority, rooted in the cosmologies of indigenous polities, and both have become integral to the formation of a strong state with a stable government. Yet there are destabilizing potentialities in progress due to emerging class conflict between all the poor sections of the population and the privileged modern elites born of the expansion of a beef and diamond-driven political economy, in addition to conflicts between dominant Tswana and vast other ethnic groups. These transformations of the modern state are viewed from the long-term perspectives of precolonial and colonial genealogies and the rise of structures of domination, propelled by changing global forces

AbstractInSome Thoughts Concerning Education, John Locke intends that gentlemen educated according to his standards quietly dethrone the aristocrats as the model for society. Locke hopes to direct most gentlemen away from a desire to imitate aristocratic manners and toward practical economic goals consistent with the needs of all. The excellent example of the new gentlemen will combine with their good treatment of the lower classes to entice the latter to imitate them. Locke thus hopes to reconcile gentlemen and the common man. Crucial components of this education include a tough physical regimen, the humane treatment of servants, and the re-education of fathers. Locke's educational program supports his political goals in theSecond Treatiseand is somewhat adaptable to our own democratic age.

Technology has revolutionized, modernised the higher education and research in a quite significant way. Several technological tools, apps, and, virtual platforms assisted, and guided us during the pandemic crisis to further the higher education; as they are doing now. The virtual platforms are crucial mediums too to get connected to the various academicians, scholars, and other luminaries across the world. Also, they provide us with innumerable materials and information to access instantly, thereby enriching us in several ways. But, if the digital education/online education is spread across India, then, shall we able to cope with it? Shall we be able to cope with the vast infrastructural change required for a drastic digitalization/technologization of higher education? Apart from network/connectivity issues, and the desired technical competency, the spread of online education across India also involves the fear of a huge amount of job loss/unemployment factor; which are not so easy to meet with. With the threat of AI and machines looming large, humanity/human space/s already seems to be shrinking and endangered. Technology is threatening to take control over human society, culture, and civilization. In such a situation, are countries like India prepared to undertake such mighty challenge? What will be the outcome of this?

To address growing concerns about the impact of international education on post-secondary institutions where FPSE members are located, this report draws on data collected from the Ministry of Advanced Education and FPSE locals. Contextualizing international education in British Columbia, this document explores the intersection between federal and provincial immigration policies and growing post-secondary institutional rhetoric around international education. This report touches on a range of complex issues, including recruitment of international students, pathway agreements, and the BC government tuition policy. Mapping these elements to recommendations, this report offers FPSE a thoughtful way forward in addressing the impact of international education on its members and post-secondary education more broadly.

To address growing concerns about the impact of international education on post-secondary institutions where FPSE members are located, this report draws on data collected from the Ministry of Advanced Education and FPSE locals. Contextualizing international education in British Columbia, this document explores the intersection between federal and provincial immigration policies and growing post-secondary institutional rhetoric around international education. This report touches on a range of complex issues, including recruitment of international students, pathway agreements, and the BC government tuition policy. Mapping these elements to recommendations, this report offers FPSE a thoughtful way forward in addressing the impact of international education on its members and post-secondary education more broadly.

Pt. 2: Crisis management, engagement and humanitarian intervention. - 84 S. - Tab. - (Arbeitspapier / Österreichisches Institut für Internationale Politik 33)

Describes how a variety of privatization measures are being gradually introduced as a means to alleviate fiscal constraints; focuses on developments prior to the 1997 general election. Summaries in French and Spanish.

Notes that the European Union, while not a federal state, bears considerable resemblance to the United States in terms of its political system -- more so than to its own member states. The major difference is that the EU states hold much more power than do the US states, not only over their own affairs but also over the central governing bodies of the EU. Nonetheless, this paper's examination of examines the institutional structures & policy-making processes of the EU & concludes that they have had a significant impact on the member states. K. Coddon

"Over the last several years, we have experienced a surge in bystander videos of incidents of police brutality directed largely at Black men. Public outrage surrounding police action continues to increase. As public discourse around police brutality and racial inequality largely centers on specific events, there is less information within the public discourse about systemic racism and how race and racism pervade every single aspect of American life. The ways in which Black and Brown people are often treated by law enforcement is reflective of larger historical racial inequities and injustices that extend far beyond the criminal justice system and intersect with how Black and Brown people access housing and occupy public spaces. Imprisoned focuses on contemporary systemic racism as it relates to the ways in which our criminal justice system intersects with our housing system to create a matrix of inequality for black and brown bodies. To illustrate the systemic nature of racism in American policing and communities, this book highlights the policies and practices that were put in place during slavery and after reconstruction that connect to instances of structural racism in contemporary America. This book demonstrates how foundational policies in American history continue to work to the detriment of black and brown Americans-tying the racist foundations of America to discrimination in our criminal justice system and neighborhoods"--

Distinct among contemporary philosophical studies focused on education, this book engages the history of phenomenological thought as it moves from philosophy proper (the European phenomenological-hermeneutic tradition) through curriculum studies. It thus presents the ""best of both worlds"" for the reader; there is a ""play"" or movement from philosophy proper to educational philosophy and then back again in order to locate and explicate what is intimated, suggested, and in some cases, left ""unsaid"" by educational philosophers. This amounts to a work on education-philosophy that elucidates

Purpose
Humanity is facing an unprecedented challenge of climate crises. Rapid changes to the physical environment and living conditions will be accompanied by challenges to mental health and well-being. Consequently, education for sustainable development should also include coping strategies for stress and anxiety. Adding intra-personal skills to the curriculum, such as self-reflection and mindfulness training, could aid in this education. This case study aims to explore the barriers to and drivers for fostering inner transitions through intra-personal skills training and mindfulness.


Design/methodology/approach
This case study from Lund University, Sweden, constitutes a critical case for investigating inner transitions in education. Data collection was designed around semi-structured qualitative interviews, to investigate the barriers to and drivers for intra-personal skills and mindfulness in education for sustainable development at all institutional levels of the university.


Findings
The results indicate that education for sustainable development already includes elements of introspection, albeit informally. However, there is a lack in a fundamental understanding of intra-personal skills and how they relate to other key competences for sustainable development. To make intra-personal skills training a formal component of the education, it must receive the full support from all levels of the university.


Originality/value
The study outlines general recommendations for universities to challenge existing policies while also finding ways to work around them. In the meantime, universities should make intra-personal skills training an informal learning activity. Recognizing that the students' prior knowledge in this area is a potential asset, universities should collaborate with their students to support student-led intra-personal skills training.