As climate change in West Africa poses profound limitations on rainfed agriculture, policymakers and practitioners may again turn to irrigated agriculture to provide food for a growing population. Gendered analyses of irrigation projects reveal that in many cases women’s participation in irrigated agriculture has been limited due to a lack of access to land and water. Past research in the Upper Valley of the Senegal River suggests that variables other than access to land and water condition women’s participation in irrigated (...) agriculture. Fully understanding women’s participation in irrigated agriculture demands examination of intra-household dynamics and livelihood strategies as well as the impacts of agricultural commodification. (shrink)
To the task undertaken here of articulating the common values and goals which should be ours as heirs of Western culture, Greene brings a scholarly grasp of the history of ideas, a sensitive insight into the actual ideals of our nation, and a responsible concern for an honest and critical national self-understanding. The result is not novel; but it does offer a well expressed and compelling Christian, liberal social philosophy, stressing reverence for God, respect for man, and rich participation (...) in all areas of human activity. --L. K. B. (shrink)
Kasm does not offer any concept of proof which is regulative for all metaphysics, for he is convinced that each metaphysical approach requires its own proper logic and methodology. Within this pluralistic framework he seeks to discern the structure of formal truth as expressed in the concept of proof inherent in various metaphysical approaches.--L. S. F.
Résumé : Cet article s’inscrit dans le cadre d’un programme de recherche portant sur les liens entre les missions d’instruction et de socialisation de l’école québécoise à travers l’enseignement de diverses matières scolaires. Les premiers résultats de la recherche ont montré que pour les enseignants, la construction de l’identité de l’élève a beaucoup plus d’importance que la construction de l’identité collective. Cependant, le processus de subjectivation identifié ne signifie pas pour autant qu’il n’y ait plus aucune transmission ou production de (...) « valeurs » ou de « références » communes dans l’enseignement des différentes matières. Par exemple, dans l’enseignement de l’histoire et éducation à la citoyenneté, la construction de l’identité individuelle et celle de l’identité collective sont en continuelle tension. Cependant, l’identité collective ne passe plus tant par le canal d’une mémoire identitaire ou d’un récit national que par la promotion d’une modernité articulée au pluralisme, à la critique, à la rationalité intersubjective et, paradoxalement, à la subjectivation précédemment évoquée. L’article portera donc particulièrement sur cette tendance observée au sein de l’enseignement du cours d’histoire et éducation à la citoyenneté. Abstract : This paper is part of a research program about the links between the missions of instruction and socialization of the Quebec school by the teaching of different school subjects. The first results of this research showed that for teachers, the construction of the identity of the student is much more important than the construction of collective identity. However, the process of subjectivation identified not mean that there is no more transmission or production of «values» or «references» common in teaching different school subjects. For example, in the teaching of history and citizenship education, construction of individual identity and the collective identity are in constant tension. However, the collective identity does not pass anymore by the way of a memory or a national story, but by the promotion of modernity articulated with pluralism, criticism, intersubjective rationality and, paradoxically, the subjectivation previously mentioned. This paper will therefore especially on this trend in the teaching of the course of history and citizenship education. (shrink)
Le présent ouvrage est la deuxième édition, revue et augmentée, de Parole onascoltate. Le donne e la costruzione dello Stato-nazione in Italia e in Francia. 1789-1860, préface de Ginevra Conti Odorisio, Roma, Editori Riunti, 1994. Fruit d'une recherche franco-italienne sur les relations entre les femmes et la politique au XIXe siècle (Christiane Veauvy, chargée de recherches au CNRS, a donné un enseignement sur les saint-simoniennes dans le séminaire universitaire de Laura Pisano, pro..
This article discusses changes in post-apartheid South Africa’s economy and society in relation to the country’s re-insertion in the Empire. South Africa ’s specificity in the African context is largely related to the crucial role played in this case by the factory proletariat in defining the collapse of apartheid. Therefore, neoliberalism and the entry in the Empire in this case have to be understood in terms of state responses to a class composition that starting from workplace organisation has expressed a (...) resistance to the imposition of wage labour discipline. While the government of the African National Congress has successfully recodified its nationalist discourse to suit the requirements of capitalist globalisation and liberalization, this process has also been very contradictory. The adoption of a neoliberal agenda has, in particular, emphasized the ANC’s abdication from state sovereignty as a vehicle of strategies of control based on social citizenship. New movements, largely made of multitudes left out of waged employment, have therefore emerged to challenge the ANC’s pro-Empire choice. However, these movements are not based on a « souverainniste » agenda, or on delegation to the state of resistance to the Empire. Rather, in their conscious departure from nationalist and wage-based mythologies, they clarify the biopolitical nature of current processes of contestation and are able to combine grassroots struggles with cognitive abilities of reappropriation. (shrink)