Biofortification of staple crops to eliminate human malnutrition: contributions and potential in developing countries

Micronutrient malnutrition is a global health challenge affecting almost half of the global population, causing poor physical and mental development of children and a wide range of illnesses. It is most prevalent in young girls, women, and pre-school children who are suffering particularly from the low consumption of vitamins and micronutrients. Given this global challenge, biofortification has proven to be a promising and economical approach to increase the concentration of essential micronutrients in edible portions of staple crops. Produce quality and micronutrient content can be further enhanced with the use of micronutrient fertilizers. Especially developing countries with a high percentage of malnourished populations are attracted to this integrated biofortification, combining modern agronomic interventions and genetic improvement of food crops. Consequently, maize, rice, wheat, beans, pearl millet, sweet potato, and cassava have all been biofortified with increased concentrations of Fe, Zn, or provitamin A in various developing countries. Today, there are several large-scale success stories in Africa and Asia that support the research and development of biofortified crops. In this review, we summarized what has been achieved to date and how edible crops can be further improved by integrating agronomic and genetic strategies to upgrade the nutritional status of children and adults around the world

Subaltern Thinking in Religious Education? Postcolonial Readings of (German) Schoolbooks

This paper deals with the disclosure of subaltern thinking in current German-language textbooks for religious education. For the hermeneutical framing of this analysis, the approach of a postcolonial reading is particularly profitable. Obvious hierarchical relationships from clearly up and down can consequently be made visible and their presumed self-evidence unmasked. Even hidden hegemonic forms of expression can be uncovered in this way. With regard to current theology and religious education racism and misogyny, environmental degradation and sexual exploitation are attitudes that have already and almost as amatter of course been taken up critically. They are pedagogically reflected and attempted to overcome by using counter-models such as cultural diversity, equal rights, sustainability and sexual self-determination.In exciting contrast to this there are still nowadays textbooks used with remnants of exactly such formats of colonial thoughts. We argue that decolonising schoolbooks can be a useful part of decolonising the religious education curriculum. The schoolbook analysis carried out for this purpose is structured by four leading categories: Anthropological assumptions (1), religious classifications and interpretations (2), conceptions of culture and its hybridity (3) and finally the relationship to creation and environment (4). Textbooks from primary, secondary and vocational schools were examined