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Many readers may remember the massive open online courses (MOOC) craze of the early 2010s and the frothy prognostications of their transformational power. MOOCs were the future—they would furnish the least advantaged learners with the highest-quality learning, revolutionize the brick-and-mortar university, and directly deliver education that was accessible and equitable to anyone who wanted it. For…

The following report discusses the use of Information Communications Technologies (ICTs) to improve access to, quality of, and delivery of secondary education within sub-Saharan Africa. It discusses the policy environment for ICTs in sub-Saharan Africa, their successes, challenges, andlessons learned, and it concludes with a broad and detailed set of recommendations for policymakers, donors, the private sector, designers, and implementers of ICTs in education programs. The report seeks to generally answer the question of how sub-Saharan African (SSA) governments can best use technology to improve access to secondary education, improve learning, strengthen management of schools and the education system, and foster innovation.

AbstractWe evaluate the Canadian parliamentary hearings on The Protection of Communities and Exploited Persons Act to determine whether respectful and fair deliberation occurred. Our focus is on the content, tone, and nature of each question posed by committee members in hearings in both chambers. We find that, on the whole, the vast majority of questions met this baseline but that committee members were biased toward witnesses in agreement with their position and against witnesses in opposition to it. In addition to our substantive findings, we contribute methodological insights, including a coding scheme, for this kind of qualitative text analysis.

Four women have been conventionally framed as wives and/or mistresses and/or sexual partners in the biographical reception of Karl Marx (1818-1883) and Friedrich Engels (1820-1895) as heterosexual men. These women were Jenny Marx (née von Westphalen) (1814-1881), Helene Demuth ("Lenchen") (1820-1890), Mary Burns (1821-1863), and Lydia Burns (1827-1878). How exactly they appear in the few contemporary texts and rare images that survive is less interesting than the determination of subsequent biographers of the two "great men" to make these women fit a familiar genre, namely intellectual biography. An analysis of Marx-Engels biographies shows how this masculinized genre enforces an incuriosity that makes gendered political partnerships unthinkable and so invisible. By contrast a positive interest in these women that rethinks what a gendered political partnership is, or could be, results in a significantly different view of the two men. As historical figures, they shift from being individualized or paired-with-each-other "great thinkers" to communist/socialist activists working in and through everyday spaces and material practices. Their pamphlets, articles and books thus appear more as immediate political interventions and less as timeless theorizing, or as the raw material for such intellectualizing re-constructions.