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"Written by international group of feminist scholars and activists, the book explores how the rise in right-wing politics, fundamentalist religion, and radical nationalism is constructed and results in gendered and racial violence. The chapters cover a broad range of international contexts and offer new ways of combating assaults and oppression to understand the dangers inherent within the current global political and social climate. The book includes a foreword by the distinguished critical activist, Antonia Darder, as well as a chapter by renowned feminist-scholar, Chandra Talpade Mohanty"--

In preparation for the 14th triennial Conference of Commonwealth Education Ministers, The Commonwealth of Learning is pleased to present Ministers with two documents (attached). // In the first document, Expanding Learning Horizons: COL's Summary Report 1998 - 2000 , COL is delighted to be able to report on several recent programme accomplishments from its Three-year Plan 1997 - 2000, in the areas of staff development, training, policy formulation, collaborative materials development, technology applications, knowledge sharing and research. // The second document, COL's Three-year Plan 2000 - 2003 , is based on the ideas that COL presented to Commonwealth Heads of Government, at their biennial summit (CHOGM, Durban, November 1999), on how it can best serve the Commonwealth in the future. It reviewed the basis for a new and modestly ambitious plan for the next three years (2000 - 2003) which shifts the agency's focus somewhat and in so doing positions it to exploit the assets of the knowledge era to add value to the Commonwealth's aspirations to develop its human capital. Funding requirements were also outlined. This vision was endorsed by CHOGM's Committee of the Whole, which noted that COL is an "ideal instrument" to meet their needs.

"Academic librarians and university instructors worldwide are grappling with an increasing incidence of student plagiarism. Recent publications urge educators to prevent plagiarism by teaching students about the issue, and some have advocated the value of a subject-specific approach to plagiarism prevention education. There is, however, a complete lack of resources and guidance for librarians and instructors who want to adopt this approach in their teaching. This book opens with a brief overview of plagiarism today, followed by arguments in favour of a subject-based approach. The rest of the book is divided into academic subject areas and features an overview of the major issues in that subject area, followed by a high profile and engaging case within the discipline."--Publisher's website

In India, the implementation of ICT based services in various government sectors helps common people to receive various benefits, especially in terms of service, money and time. This paper highlights about various digital initiatives in India such as National Career Portal, National Knowledge Network, Sugaamaya Pustakalya, Ugamaya Pustakalya, Umang Mobile Application, Digilocker, etc.

From an opening standpoint that inclusion implies previous exclusions, this paper reviews the slow emergence of inclusive processes of Education for Sustainable Development (ESD) in the South African education system. It explores how the historical colonising process and modernist trajectories in the emerging nation state were exclusive and driven by interventionist forms of education while there was an uneven provision of education by race and for learners with disabilities. Today, national provision for special needs is being mainstreamed in new policies of inclusive education, shaping education provision with a broader inclusivity agenda. An emerging and more inclusive landscape for ESD is explored as co-engaged processes of transformation as an inclusive engagement of citizens intent on constituting the futures they want through deliberative processes of learning-led change. Here inclusive processes of social cohesion are strengthened and empowerment is promoted. The article reports two cases of learning materials for more inclusive ESD in South Africa. It describes how the broad scope of ESD and inclusion in South Africa developed around redress following the cultural exclusions of colonial history and the need for social cohesion as intervention-led processes for effecting social change. (DIPF/Orig.) ; Unter dem einleitenden Gesichtspunkt, dass Inkusion eine vorhergehende Exklusion impliziert, wird die langsam voranschreitende Entwicklung der Integration einer inklusiven Bildung für nachhaltige Entwicklung (BNE) im südafrikanischen Bildungssystem aufgezeigt. Es wird untersucht, inwiefern der historische Kolonialisierungsprozess und die modernistischen Entwicklungen im aufstrebenden Nationalstaat von interventionistischen Bildungsformen beeinflusst wurden, während es ein ungleiches Bildungsangebot je nach Hautfarbe und für Lernende mit Beeinträchtigungen gab. Heute werden in Südafrika besondere Bedarfe von Lerndenden als Querschnittsthema in der neuen Politik für inklusive Bildung berücksichtigt und Bildungsangebote mit einem umfassenderen Anspruch an Inklusion gestaltet. Eine neue und inklusivere Bildungslandschaft für BNE wird als kooperativer Transformationsprozess untersucht - als inklusives Engagement der Bürger/-innen, die beabsichtigen, die Zukunft, die sie wollen, durch deliberative Prozesse des lernenden Wandels zu gestalten. Hier werden integrative Prozesse des sozialen Zusammenhalts gestärkt und Empowerment gefördert. Der Artikel stellt zwei Fallstudien der Entwicklung von Lernmaterialien einer inklusiveren BNE dar. Er zeigt auf, wie sich der breite Anwendungsbereich einer BNE und Inklusion in Südafrika aufgrund von Abhilfemaßnahmen entwickelt hat, die die kulturellen Ausgrenzungen der Kolonialgeschichte und die Notwendigkeit des sozialen Zusammenhalts als interventionsgesteuerte Prozesse zur Herbeiführung sozialen Wandels berücksichtigen. (DIPF/Orig.)