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"Baruti K. Kafele offers 50 timely and important questions on equity and social justice education for educators to reflect on and discuss"--

Abstract
Bilingualism has always been emphasized in Singapore's education system. Since 1959, Singapore government leaders
have repeatedly stressed that bilingualism is the cornerstone of Singapore's language policy. Scholars researching language policy
and planning in Singapore have also assumed that Singapore has always maintained a consistent stand on bilingualism. This paper
cites the case of Chinese language (Mandarin) education as evidence to show how "bilingual" education has undergone significant
changes in Singapore by tracing the historical changes and examining how bilingual education has evolved since its implementation. The findings show that the once-compulsory bilingual requirements gave way to differentiated ones in the history of
Singapore's bilingual policy. This finding will help researchers have a better understanding of Singapore's "bilingual education"
today and its position compared to other bilingual education systems in the world.

Examines how states gain international community standing and how their choices bind them to community norms; includes role of statehood and state capacity in international relations.

This article is based on the premise that trust emerges and is shown to the world as an act. This act is simultaneously given and read contextually, which implies that trust requires regularity so that the act itself obtains results; therefore, confidence is generated in the experience that is configured in the correlation between human beings; as a result, trust has a double role: as a motivator and as an implicator in others. Based on an ontological understanding of trust, the article illustrates the way in which this is a pilar for democracy and civic education and its relevance in contexts of formation for peace. Finally, the text exposes some elements of the ideas raised by the pedagogy of trust and the pedagogies of alterity that integrate trust as an epistemological foundation of them, with the intention of reflecting on: the repositioning of practice, pedagogical knowledge, and the importance of didactics under critical and intercultural practices. ; El presente artículo parte de que la confianza surge y se muestra al mundo como un acto, este acto a la vez se da y se lee contextualmente, lo que implica que la confianza necesita de regularidad para que el acto en sí obtenga resultados; por lo tanto, la confianza nace de la subjetividad que se configura en la correlación entre los seres humanos, por ello, la confianza tiene un doble papel: como motivadora y como implicación en el otro. A partir de una comprensión ontológica de la confianza, el artículo ilustra la manera en que esta es un pilar para la democracia y formación ciudadana, además de la pertinencia de estos elementos en contextos de formación para la paz. Finalmente, el texto expone algunos elementos desde las propuestas planteadas por las pedagogías humanizantes que integran la confianza como fundamento epistémico de ellas, con la intención de reflexionar sobre: el reposicionamiento de la práctica, el saber pedagógico y la importancia de la didáctica bajo discursos críticos e interculturales.

Prior the incursion of Boko Haram insurgency into the social nerve of Nigeria, low level of literacy in the North-East geo-political zone of the country was pervasive and has always been a subject of concern to all stakeholders and the federal government. The Almajiris, a vernacular euphemism for child-beggars, were offered mobile schools. Besides, free and compulsory education were introduced to take school age children off the streets. Of major interest to activists and researcher is the issue of young girl education. The female children had been irresponsibly left behind when western education was introduced to the North. The young girl was neglected for religious, socio-economic and cultural reasons. Expectations of wholistic benefits, therefore, became high when girls finally have opportunity to access Western education. However, Boko Haram insurgency became a clog in the wheel of progress when they began to kidnap girls and women, destroy school properties, and engaged in suicide bombings. The Chibok girls that were kidnapped from a government secondary school in Borno State was a classic case. This paper examines the implications of Boko Haram's operations and activities on education in the North-East especially on the fragile status of girl child education. Consideration was also given to the far-reaching effect of the insurgency on the economic lives of the affected children. It concludes with a call for government to embark on strategies that will end insurgency and give the young girl a new lease in life.

Purpose
The integration of sustainability is more matured in the corporate sector. However, the topic received less attention in higher education institutions (HEIs). Therefore, this study aims to conceptualize an integration framework and proposes sustainability integration and implementation index in the HEIs.


Design/methodology/approach
The index was developed from previous literature. For the implementation of the index, three universities were selected. The required data collected from websites, internal documents and interviews with the high officials of these universities.


Findings
Sample universities have somehow inclination toward the broad agenda of sustainable development, but still, they lack integration, implementation and reporting of their sustainable practices. Moreover, the departments have positive and practical intent toward sustainability especially regarding the environment, designing curriculum, teaching, research activities and volunteerism. However, in assessment, the social and economic contributions of these universities revealed to be somewhat mild. The findings also evidenced heterogeneity among the sample institutions to follow the said agenda which reflects a lack of awareness and policy or a centralized or regulatory push from the top.


Research limitations/implications
The study is limited to three universities in Khyber Pakhtunkhwa, Pakistan. Hence, in the future, the framework and index may be tested in other universities of the country or region. Nevertheless, the study carries theoretical significance in the literature of sustainability.


Practical implications
The study has practical implications for academia, regulatory bodies and universities to integrate, implement and report sustainability in HEIs.


Originality/value
The study proposes and validates the sustainability integration and implementation index in HEIs. The index is unique and has originality or value particularly for HEIs of the developing countries.

AbstractThe process of transforming students from novices into experts relies on active learning and the development of an appreciation for the links among topics. Since rote or stimulus-response learning is preferred by a majority of students who are beginning their programs of study but does not optimize learning and understanding, the first step in the process is changing students' preference to active learning. As students progress from 100- to 400-level courses, this outcome can be accomplished by reducing the amount of class time that instructors dedicate to lectures that introduce new material and increasing the amount of time dedicated to active learning strategies. Because of PowerPoint's linear structure, teachers can foster learning by supplementing traditional slides with tables, charts, graphs, and concept maps that explicate the links among topics. Concept maps also lend themselves to assessing students' mastery of concepts and the value added by class discussions. Both measures enable instructors to enhance their teaching effectiveness and, over time, use class sessions more efficiently.

THE END OF THE COLD WAR HAS PROVIDED AN OPPORTUNITY FOR THE UNITED STATES AND INDIA TO REEVALUATE THEIR RELATIONS. U.S. POLICYMAKERS, WHO HAVE CONSISTENTLY MISCLASSIFIED INDIA, MUST FINALLY FORMULATE A POLICY THAT BALANCES THE COMPLEX INTERESTS OF THE UNITED STATES IN INDIA. DEVELOPING AND IMPLEMENTING A COHERENT POLICY IN SOUTH ASIA AND ADDRESSING THE CHALLENGES AND OPPORTUNITIES FOR AMERICAN INTERESTS WILL BE AN IMPORTANT MEASURE OF THE STRATEGIC MATURITY OF THE UNITED STATES AS IT ENTERS THE NEXT MILLENNIUM.

In 1968, the students, faculty, staff and community members of color at San Francisco State University (SFSU) initiated the first Third World Liberation Front (TWLF) movement for Ethnic Studies in the United States. After carrying out the longest student strike our nation had seen at that time, the SFSU TWLF movement successfully created the first and only College of Ethnic Studies in the United States. This radical victory represented a culmination for historically oppressed communities in their effort to achieve liberation in one area of their lives - education. The impact of this achievement reverberated throughout higher education, beginning with neighboring Bay Area universities and spreading across the country. Not only did the SFSU TWLF lead the way and inspire other young revolutionaries and activists to fight for culturally and politically relevant curriculum; this achievement represented a moment of victory for the historically marginalized in the longue durée of American oppression and resistance.In my dissertation I analyze the historical foundation and theoretical framework of the 1969 Third World Liberation Front (TWLF) movement, which resulted in the creation of an Ethnic Studies Department at UC Berkeley. I examine the TWLF as a campaign for self-determination that introduced politically relevant curriculum and pedagogy at UC Berkeley. The new course context was more than just culturally relevant: the study of Native Americans, Chicano/Latinos, Asian Americans and African Americans added a new study of the life, experiences, and culture of communities previously omitted from course curriculum. However, my definition of politically relevant includes the elements of culturally relevant and goes a step further, arguing that a strong radical political framework influenced every aspect of the newly formed field of ethnic studies and black studies. My research fills a gap in the literature because I analyze the social, historical, and theoretical foundations of the TWLF at UC Berkeley rather than simply documenting the movement. Utilizing this interdisciplinary approach, I weave together literary analysis, historical archives, qualitative interviews, and social theory. Most uniquely, I conduct an analysis of the educational implications of this historic moment to engender a holistic examination of the link between education and liberation for historically oppressed communities of color. My project contributes a new perspective to the role of student activism and, importantly, the role of women of color in fomenting change in university curriculum and pedagogy. Most notably, what distinguishes my research is the analysis of the TWLF as one of many pivotal moments in the longue durée of historically oppressed people fighting for their self-determination. The emphasis of this approach is dialectical: it is about how the history of the past informs the present. It refers to an interdisciplinary method of examining the long-term political, social, and economic structures and their impact on our social reality (Lee, 2012). Therefore, in my research I use this concept and methodology as a tool to analyze the impact of the historical system, and social construction, known as race. I focus on selected moments in United States history that were catalysts in the racial formation and oppression of Native Americans, African Americans, Asian Americans, and Chican@/Latin@s. Utilizing a longue durée framework, I trace the experiences of historically marginalized communities and their struggle for freedom against the systems of white supremacy and capitalism. Within this movement, cartography education was employed - first by African Americans, and later by other racialized groups - as a crucial tool with which the oppressed could achieve their liberation.

With: Protection of Italian emigrants in America, Education and the Talmud, Publications of the Bureau of Education, Scientific temperance instruction. Washington : Government Printing Office, 1896. ; Mode of access: Internet.

While educational systems have been governed by the policies of the nation-state and have been contained within state borders, the transformations brought about by the economic, social, and political repercussions of globalization have added layers of complexity to issues in education. This is true in particular of agrarian communities, such as Villa Juarez, San Luis Potosi, Mexico. National educational policies have led to new challenges in agrarian societies as they undergo not only ideological exchanges but the movement of populations that have led to international and national demographic shifts. One of the main issues that this research will investigate is the relationship between education and migration, and whether the changing conditions of that rural setting have had any effect on how locals perceive the purpose of education. This study examines the way teachers, students and government officials view the purpose of education in the agrarian village of Villa Juarez that, like other communities in central Mexico, is undergoing the influence of globalization, manifested most notably in emigration to the United States. If post-basic education competes with international migration as another form of economic mobility, as William A. Kandel discusses in his study of traditional migrant communities, then what is the purpose of education as viewed by teachers, students and government officials in a rural community? Villa Juarez, a town with a long-standing history of migration to the United States, has experienced continually diminishing depopulation and school closings since the Bracero Program of 1942, which marked the onset of a pronounced trend of migration to the United States for temporary employment opportunities. The effects of a culture of migration and globalization on education in the municipality and town of Villa Juarez have led to the undermining of education as a vehicle to social and economic mobility for future generations of students.