Language Diversity and Accountability in the South: Perspectives and Dilemmas

This paper examines the need for accountability in language planning in multilingual contexts in the South. After a brief overview of language diversity in the South, it notes that this multilingual reality has often been ignored by policy-makers acting in their own interests, unaccountable to those affected by their decisions. It considers how world trends of increasing democratisation and strengthening of minority rights are generating calls for greater accountability and language rights, so that governments become more accountable to communities for their decisions about language. Some dimensions of accountability are explored, focussing on the need to integrate the perspectives of both government and community. Structures are addressed, with an emphasis on the role of local communities and illustrations from two particular African contexts, in Cameroon and Zaire. The paper concludes with a discussion of some practical dilemmas relating to policy and research, technical input, financial assistance and community ambivalence.     

Tolerance of Homosexuality in 88 Countries: Education,Political Freedom,and Liberalism

Researchers have repeatedly found a positive correlation between education and tolerance. However, they may be victims of an unrepresentative sample containing only rich Western liberal democracies, where political agendas have a liberalizing effect on curricula. In this paper, we specify the relationship between education and liberal attitudes by analyzing data on educational attainment and tolerance of homosexuality (one dimension of liberalism) drawn from a heterogeneous sample of 88 countries over the period 1981–2014. We argue that nonliberal political agendas in some countries undermine the supposed universality of the positive relationship between educational attainment and tolerance of homosexuality. In relatively free countries, education is indeed associated with greater tolerance. However, in relatively unfree countries, education has no effect on tolerance and in some cases encourages intolerance. Specifically, our analysis demonstrates that education is associated with tolerance of homosexuality only when regimes energetically promote liberal‐democratic values. The larger theoretical point is that the agendas of political regimes shape civic values partly via education systems. Especially in an era when democracy is at risk in many countries, it is important to recognize that education is not always a benign force.     

Asylum Systems in the Western Balkan Countries: Current Issues

Asylum systems in the Western Balkans are one of the many results of the externalization of European Union border controls. Regardless of the hopes that the EU might have for these systems to function as a “buffer zone”, there is a need to be realistic about the actual effect that these systems can have. There are a number of gaps showing that the countries in the region are neither willing nor able to process the number of asylum applications that could potentially be lodged by all the persons transiting the region today. These gaps include the lack of capacity to identify and register asylum seekers and to process asylum applications, the failure to conduct refugee status determination procedures in line with basic legal standards, the lack of return procedures and the inability to develop all the necessary systems (such as detention and return) in parallel.     

Community,Voice, and Inquiry: Teaching Global History for English Language Learners

This in-depth qualitative case study explores how one social studies teacher implemented teaching Global History for Latino/a English Language Learners (ELLs) in an urban newcomer high school. Using a framework for culturally and linguistically relevant citizenship education, this article seeks to highlight how the teacher discussed, designed, enacted, and reflected on their Global History curricula through observing, interviewing, and gathering artifacts in a social studies classroom. Findings reveal that although the teacher faced great pressures and demands of implementing a high stakes, standards-based curriculum, he was able to enact a curriculum that focused on accessing and building upon ELL students' cultural, linguistic, and civic assets and experiences. This article explores the curricular and instructional design implemented by the social studies teacher, and aims to provide readers with an example of and insight into how best to meet the needs of ELLs in the social studies classroom. Various examples of social studies teaching strategies and English language learning techniques are discussed, including: experiential learning, writing and revision, inquiry-based learning, discussion, group work, and social studies concept formation.     

Investment and Competition Policy in the WTO: Issues for Developing Countries

This article uses the case of trade‐related investment measures (TRIMs) to examine the liberalisation of investment and its potential impact on developing countries. Very few developing countries actually use TRIMs to any appreciable degree, but, when taken in conjunction with the broader liberalisation of investment, the 1994 TRIMs Agreement has significant implications that will constrain governments’ policy options and require issues of competition policy to be addressed. Multilateral competition policy would be difficult to agree and implement and the article considers alternative strategies that developing countries could adopt.     

Education,wage work,and marriage: Perspectives of Egyptian working women

We explore young working women's perceptions of marriage and work in contemporary Egypt, when an increase in age at marriage was evident from national survey data. Both working conditions and employment opportunities declined significantly for young women even as their educational attainment increased and marriage was delayed. In‐depth interviews were conducted over a 2‐year period between 1998 and 2000 with 27 young women between the ages of 15 and 29 who were from relatively poor families and working in a range of salaried jobs in three locations. The qualitative data indicate that young women have high expectations in terms of marital living standards. They seek to achieve this in part by saving intensively before marriage when they work, and otherwise by ensuring substantial monetary support from their families. We conclude that rising material aspirations and family nucleation rather than change in female labor force participation drive marriage change in contemporary Egypt. The driving force behind this conclusion is that there is a reinforcement of the traditional values associated with the institution of marriage rather than its erosion.     

The Emerging Global Gender Equality Regime from Neoliberal and Constructivist Perspectives in International Relations

A global gender equality regime has emerged, identifiable by its norms, principles, legal instruments and compliance mechanisms. I suggest that neoliberal theories of international regimes provide insights into the identification of this regime and the conditions for its emergence. They acknowledge the role of transnational networks, international institutions and epistemic communities of experts in shaping state choices. Global women's networks, together with multilateral and bilateral development organizations, have been instrumental in shaping these global norms on gender equality by engaging in a learning process – framing issues, influencing negotiations by the information they provide and monitoring progress. But the neoliberal theories tell us nothing about the norms themselves, their contestation in different contexts and the structures that support them and give them meaning. A second theoretical framework in international relations, constructivism, opens the way to a crucial appreciation of gender as an analytical category, demonstrating how gender norms and identities are constructed, contested and reconstructed in historical, and socio-political contexts. It thus potentially allows us to examine how a "gender equality regime', as defined by its principles, norms and decision-making mechanisms, needs to be further deconstructed and analyzed to reveal how global norms get interpreted, reinterpreted, filled in and contested on a continuing basis within different and sometimes competing institutions. Otherwise, such norms are bound to remain superficial and may obfuscate rather than clarify.