Suchergebnisse

This article examines how narcotics came to be at the centre of US Foreign Policy in Latin America as of the latter half of the 20th Century. The central role of narcotics, referred to as narcotisation, is evident in the case study of US-Colombia relations. It is argued that through the securitization of narcotics, the US adopted a national security stance and sought to impose its supply side policies through coercive diplomacy and militaristic means. The article critically examines this realist approach coupled with the market-based logic of supply and demand, and highlights fundamental flaws which caused more debilitating effects than positive results in drug supply reduction. Despite the mobilization of considerable resources, the policies are largely ineffective, and US-Colombia relations continue to be narcotized.

Intro -- Preface -- Contents -- About the Editors and Authors -- Editors -- Authors -- Chapter 1: International Policy Perspectives on Change in Teacher Education -- 1.1 Introduction -- 1.2 Teacher Education Policy Change -- 1.3 Policy and 'Insider' Perspectives -- 1.4 The Structure of the Book -- References -- Chapter 2: Collective Agency-Promoting Leadership in Finnish Teacher Education -- 2.1 Introduction: Importance of Leadership in Teacher Education -- 2.2 Theoretical Outlines: Promoting Shared Leadership Practices Through Agency -- 2.3 Teacher Education in Finland -- 2.4 Methodological Considerations -- 2.4.1 The Context of the Study -- 2.4.2 Leadership Practices in the Department -- 2.5 Data Collection and Analysis -- 2.6 Findings -- 2.6.1 Creating Collective Leadership Practices -- 2.6.2 Enhancing the Professional Agency of Staff -- 2.6.3 Building Leaders' Collective Agency -- 2.7 Conclusion and Discussion -- References -- Chapter 3: An Insider Look at the Implications of 'Partnership' Policy for Teacher Educators' Professional Learning: An Australian Perspective -- 3.1 Introduction -- 3.2 Teacher Educators: A Profession or Occupational Group? -- 3.3 The Janus-Faced Profession: The Problem for Teacher Educators and Their Professional Learning -- 3.4 The Study -- 3.4.1 The Australian Teacher Education 'Partnership' Policy Context: Document Analysis -- 3.4.2 Teacher Educators: Partnerships and Professional Learning -- 3.4.3 Teacher Educator's Identity and Professional Learning in Partnership Work -- 3.5 Conclusion -- References -- Chapter 4: An Exploration of Teacher Educator Identities Within an Irish Context of Reform -- 4.1 Introduction -- 4.2 Discourses of Identity and Teacher Educators' Identities -- 4.3 Irish Social and Policy Landscape: Seismic Shifts.

AbstractFollowing the unsuccessful attempt to get a woman appointed as UN secretary-general in 2016 and the drop in women in senior posts in 2015, it appeared that gender equality at the UN was as distant as ever. Yet, gender equality within the Secretariat and UN system has been on the organization's agenda since 1970, with goals and target dates set for the level of women's participation and achievement. These have been met in some issue areas (for example, in so-called feminine portfolios) and organizations, but not others. As part of the special issue on "The United Nations at Seventy-Five: Looking Back to Look Forward," this essay traces the evolution of efforts to increase the representation of women in the UN system and takes stock of their current representation therein, analyzing the data on the Secretariat and appointments to senior posts as well as in various operations and programs.