Building a nation through a dam: the case of Rogun in Tajikistan

Ruling elites can use the symbolism of major dams to gain legitimacy and bolster a sense of national identity and patriotism. The Rogun Dam in Tajikistan is a gigantic hydraulic infrastructure that if and when finished will be the tallest in the world, allowing the country to gain energy self-sufficiency. Furthermore, by projecting an image of progress and success, such a structure can contribute to creating and strengthening a nationalistic discourse even before its completion. This paper begins by introducing the concept of nation-building in relation to the Central Asian setting and then connects it with the literature exploring the interplay between water and power. Subsequently, the focus moves to the Rogun project, illustrating the main traits of the Rogun ideology and outlining the rhetorical legitimation strategies used by the Tajik government to frame the dam as a nationally cohesive and patriotic project

Risk and school science education

In this paper I consider a role for risk understanding in school science education. Grounds for this are described in terms of current sociological analyses of the contemporary world as a ‘risk society’ and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These concerns connect with support amongst many science educators for the goal of science education for citizenship. From this perspective scientific literacy for decision making on contemporary socioscientific issues is central. I argue that in such decision making risk understanding has an important role to play. I examine some of the challenges its inclusion in school science presents to science teachers, review previous writing about risk in the science education literature and consider how knowledge about risk might be addressed in school science. I also outline the varying conceptions of risk and suggest some future research directions which would support the inclusion of risk in classroom discussions of socioscientific issues

Risk and school science education

In this paper I consider a role for risk understanding in school science education. Grounds for this are described in terms of current sociological analyses of the contemporary world as a ‘risk society’ and recent public understanding of science studies where science and risk are concerns commonly linked within the wider community. These concerns connect with support amongst many science educators for the goal of science education for citizenship. From this perspective scientific literacy for decision making on contemporary socioscientific issues is central. I argue that in such decision making risk understanding has an important role to play. I examine some of the challenges its inclusion in school science presents to science teachers, review previous writing about risk in the science education literature and consider how knowledge about risk might be addressed in school science. I also outline the varying conceptions of risk and suggest some future research directions which would support the inclusion of risk in classroom discussions of socioscientific issues