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Pragmatism and its consequences are central issues in American politics today, yet scholars rarely examine in detail the relationship between pragmatism and politics. InThe Priority of Democracy, Jack Knight and James Johnson systematically explore the subject and make a strong case for adopting a pragmatist approach to democratic politics--and for giving priority to democracy in the process of selecting and reforming political institutions. What is the primary value of democracy? When should we make decisions democratically and when should we rely on markets? And when should we accept the decisions of unelected officials, such as judges or bureaucrats? Knight and Johnson explore how a commitment to pragmatism should affect our answers to such important questions. They conclude that democracy is a good way of determining how these kinds of decisions should be made--even if what the democratic process determines is that not all decisions should be made democratically. So, for example, the democratically elected U.S. Congress may legitimately remove monetary policy from democratic decision-making by putting it under the control of the Federal Reserve. Knight and Johnson argue that pragmatism offers an original and compelling justification of democracy in terms of the unique contributions democratic institutions can make to processes of institutional choice. This focus highlights the important role that democracy plays, not in achieving consensus or commonality, but rather in addressing conflicts. Indeed, Knight and Johnson suggest that democratic politics is perhaps best seen less as a way of reaching consensus or agreement than as a way of structuring the terms of persistent disagreement.

This study explores how an inclusive governance of “niche” innovations with family farmers enables or limits the realization of just transitions in family farming at different scales, from the local to the national levels. The research focuses on a case study in the Brunca region of Costa Rica, which has pioneered innovations for bean research with family farmers. The primary source of information for the study was in-depth interviews with relevant stakeholders. Secondary information comes from a desk review of the relevant policies and strategic documents from the relevant authorities. Lastly, a semi-scoping review was conducted to explore gender and intergenerational gaps in plant breeding, as well as potential conflicts between plant breeding and on-farm agro-diversity. The inclusive governance of bean research contributes to the realization of just-transition dimensions of justice, such as recognitional, procedural, and distributional justice, as a result of farmers’ engagement in participatory plant-breeding processes, and due to the coordination between different institutions at the local and national levels. Progress has been made in terms of the recognition and participation of farmers in research and in decision-making locally. The findings show interactions between the local and national scales, in terms of the commercialization of farmers’ seeds. However, the Costa Rican program for bean research struggles to engage family farmers in national decision-making processes and falls short of addressing equality and intergenerational issues. It also faces challenges in reaching a balance between short-term income generation and long-term conservation of agro-biodiversity on the farm. Fostering just transitions in family farming would require a greater inclusion of women and youth by the Costa Rican bean system. This implies allocating resources to increase their capacities and participation in bean research, as well as in decision-making at all levels. This is imperative and could be achieved if the government and relevant stakeholders align their strategic objectives and priorities to shorten gender and intergenerational gaps within the bean production system.

Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally.

This report on voice and agency, which builds on the 2012 World Development Report, focuses on several areas key to women's empowerment: freedom from violence, control over sexual and reproductive health and rights, ownership and control of land and housing, and voice and collective action. It explores the power of social norms in dictating how men and women can and cannot behave, deterring women from owning property or working even where laws permit, for example, because those who do become outcasts. The report distills vast data and hundreds of studies to shed new light on constraints facing women and girls worldwide, from epidemic levels of gender-based violence to biased laws and norms that prevent them from owning property, working, and making decisions about their own lives. It highlights promising reforms and interventions from around the world and lays out an urgent agenda for governments, civil society, development agencies, and other stakeholders. Among its keys findings: girls with little or no education are far more likely to be married as children, suffer domestic violence, live in poverty, and lack a say over household spending or their own health care than better-educated peers, which harms them, their children, and communities.

Existe un consenso a nivel internacional sobre la importancia de garantizar la participación igualitaria de todo el alumnado, incluido aquel con necesidades especiales. Décadas de investigación han evidenciado que el diálogo y las interacciones son clave para el aprendizaje y el desarrollo. Sin embargo, se sabe menos sobre cómo garantizar la participación igualitaria en un contexto con alumnado diverso. Este estudio se centra en la implementación de una práctica educativa basada en la interacción y el diálogo la cual ha demostrado favorecer el éxito educativo en diferentes contextos (Tertulias Literarias Dialógicas). En concreto, explora en profundidad el caso de una escuela en la que se han realizado 18 observaciones en Educación Secundaria, 2 entrevistas al profesorado y un grupo de discusión con el alumnado. Los resultados del estudio señalan que las Tertulias Literarias Dialógicas garantizan una participación igualitaria haciendo que el todo el alumnado, incluso aquel que no participa en otros contextos, se sienta más seguro para intervenir; escuche activamente y respete las aportaciones de sus iguales; y que aprenda de las aportaciones de sus compañeros y compañeras. There is an international consensus on the importance of ensuring the equal participation of all learners, including those with special needs. Decades of research have shown that dialogue and interactions are key in learning and development. However, less is known about how to ensure equal participation in a context with diverse students. This study implements an educational practice based on interaction and dialogue that has been shown to favor educational success in different contexts (Dialogic Literary Gatherings). Specifically, it explores in depth the case of a school in which 18 observations were carried out in Secondary Education, 2 interviews with teachers and a Discussion Group with students. The results of the study indicate that the Dialogic Literary Gatherings guarantee equal participation, making all students, even those who do not participate in other contexts, feel more confident to intervene, to listen actively and respect the contributions of their peers, and to learn from the contributions of their classmates.

This article applies a capability approach to the problem of unequal participation for working-class, first-generation students at a South African university. Even though access to higher education institutions is increasing for historically excluded students, when race and class disaggregate completion rates, there are persistent patterns of unequal participation. In the first part of the article, the capability approach is used to conceptualise dimensions of equal participation, which include resources, agency, recognition and practical reason. In the second part of the paper, these four principles are applied to an empirical case study, which is drawn from a longitudinal research project that tracked the equality of participation of undergraduate university students at a South African university. The article makes the case for pedagogical and institutional arrangements that enable equal participation for students who are precariously positioned at higher education institutions.

While children with disabilities experience exclusion and segregation in education, parents’ involvement has been very limited due to the lack of parent support in China. Negative attitudes toward disability in an environment deeply influenced by the individual model of disability thinking makes it crucial for parents to advocate for their children’s rights in inclusive education through collaborative and organized efforts. This article examines barriers obstructing disabled children’s rights in pursuing inclusive education, barriers parents face to advocate for their children, and the development of parent support. The author argues that equal and inclusive education for all has a broader social impact beyond disability rights to eliminate barriers and pursue dignity for all. In doing so, the author reveals existing structural inequalities facing inclusive education, encourages the momentum for future changes, and utilizes a good example of parent advocacy for a deeper and meaningful policy advancement to overcome discrimination on the basis of disability that causes segregation and exclusion in education. Recommendations include strategies for the construction of a support network for parents to play their important roles in advancing the rights of their disabled children in inclusive education.

This thematic study consists of case studies of Ghana, Malawi, and Uganda, as well as, a review of studies undertaken over the past ten years on education in Africa with particular attention to girls' and secondary education. Gender equity at the primary level has been the focus of considerable attention within the Education for All Framework of Action, but much less so at the secondary level. Evidence of gender inequity and inequality in terms of access, retention and performance in secondary education in SSA raises many questions. While transition rates from primary to secondary are higher for girls than boys, and the repetition rates are lower, girls still significantly trail behind boys in graduation and enrollment rates. The purpose of this study is to document and analyze the extent and nature of gender disadvantage in junior and senior secondary education, to analyze the causes of this disadvantage, and to identify strategies that may be effective in reducing or eliminating it. This study was prepared as part of the Secondary Education and Training in Africa (SEIA) initiative which aims to assist countries to develop sustainable strategies for expansion and quality improvements in secondary education and training. All SEIA products are available on its website: www.worldbank.org/afr/seia.

The conference brought together 44 African ministers of finance and of education from 28 African countries for a structured dialogue on sustaining Africa's economic and educational progress in the current context of a global economic slowdown. African countries have achieved laudable progress during the last decade towards the Education for All (EFA) goals for 2015 that were agreed in Dakar in 2000, particularly with regard to Universal Primary Education (UPE). This progress reflects the combined impact of several factors, notably courageous education reforms, substantially increased public financing of education made possible largely by sustained economic growth and increased political priority for education-and greater inflows of external aid for education. The momentum may be jeopardized, however, by the current worldwide economic downturn. Tightening domestic budgets and external aid could increase the difficulty of sustaining policy reform and strategic investments, thereby putting at risk the hard won gains of the last ten years. They could also undermine Africa's efforts to develop post basic education and training and delay achievement of key goals of the African Union's Second Decade for Education in Africa. The result would be to frustrate the aspirations of the increasing numbers of African youth who seek to go beyond primary education and to deny their prospective employers the skilled workforce that could help boost business competitiveness and economic growth. The emerging global economic circumstances provided a key rationale for the Conference. Its purpose was to stimulate dialogue among senior policy makers on policy options to achieve a mutually reinforcing relation between education and the economy.

The study includes a conceptual overview of the link between climate impacts and human rights, focused on the relevant legal obligations underpinning the international law frameworks governing both human rights and climate change. As such it makes a significant contribution to the global debate on climate change and human rights by offering a comprehensive analysis of the international legal dimensions of this intersection. The study helps advance an understanding of what is meant, in legal and policy terms, by the human rights impacts of climate change through examples of specific substantive rights. It gives a legal and theoretic perspective on the connection between human rights and climate change along three dimensions: first, human rights may affect the enjoyment of human rights. Second, measures to address human rights may impact the realization of rights and third, that human rights have potential relevance to policy and operational responses to climate change, and may promote resilience to climate change, including in developing countries in a way that may help sustainable development. This study effectively consolidates knowledge from the fields of international human rights law, international law governing climate change and international environmental law, building on the existing work of the United Nation (UN) office of the high commissioner on human rights, the UN human rights council and the international council on human rights policy. Although it maintains a legal focus, the study has benefited from the input of a host of international experts from other disciplines as well.