Technologies, Institutions, and Social Issues in Arms Control and Transbounary Water-Resources Agreements

The world of environmental security is bringing the science of natural resources in ever-closer contact with the policy issues of international stability and foreign affairs. Many U.S. and international agencies—including the U.S. Departments of State and Defense, the North Atlantic Treaty Organization, and the Southern African Development Community— now analyze foreign policy in part through the lens of environmental resources. In October 2001, three organizations—the Pacific Institute for Studies in Development, Environment, and Security; the Department of Geosciences of Oregon State University; and the Cooperative Monitoring Center (CMC) at Sandia National Laboratories—sponsored a workshop designed to highlight the closeness of national security and environmental concerns through explicitly comparing the technologies, institutions, and social issues in two seemingly disparate fields: arms control and transboundary water resources. With generous support from the Carnegie Corporation of New York, “Fire & Water” workshop participants compared and contrasted these two fields and then identified questions for further analysis. Workshop sessions focused on three specific topics: (a) scientific and technological advances, (b) treaties and institutions, and (c) social and cultural issues

Fire & Water: An Examination of the Technologies, Institutions, and Social Issues in Arms Control and Transboundary Water Resources Agreements

The world of environmental security is bringing the science of natural resources in ever-closer contact with the policy issues of international stability and foreign affairs. Many U.S. and international agencies-including the U.S. Departments of State and Defense, the North Atlantic Treaty Organization, and the Southern African Development Community--­ now analyze foreign policy in part through the lens of environmental resources

Pedagogical memory and the space of the postcolonial classroom : reading Dangarembga's Nervous Conditions

This article addresses issues of the mnemonic space of the literature classroom by interrogating a classic text of African women’s writing, Tsitsi Dangaremnga’s Nervous Conditions (1988) for the ways it speaks about education in 1960s and 1970s late-colonial Rhodesia. The article suggests that the novel reviews and critiques a number of memorial strategies that were crucial to the colonial educational system, thereby facilitating a reflexive application of the novel’s concerns to the contexts in which it is often taught, that of today’s postcolonial classrooms. The article seeks to place Dangarembga’s novel in the context of its present moment, contemporary South Africa – that of the present critic’s site of practice, both pedagogical and scholarly, and that of many of this article’s readers. This present moment, in turn, is made up the many sites, successive and simultaneous, in which the novel’s work of memory is being re-activated in the minds of students as readers and writers. Via a dialogue between the textual past and the pedagogical present, one which is often subject to critical amnesia, the article seeks to inaugurate a debate on the nature of pedagogical memory in the space of the postcolonial university or high school literature classroom.http://www.informaworld.com/RSCRhb2013gv201