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Similar to Western countries, the early origins of special education in India started with Christian missionaries and nongovernmental agencies which stressed a charity model of serving populations such as the visually, hearing, and cognitively impaired. However after its independence from Great Britain in 1947, the Indian government became more involved in providing educational, rehabilitation, and social services. Thus over the past four decades, India has moved gradually toward an inclusive education model. This chapter discusses the implementation of such a model related to the prevalence and incidence rates of disability in India as well as working within family environments that often involve three to four generations. Also included are challenges that an inclusive education system faces in India, namely, a high level of poverty, appropriate teacher preparation of special education teachers, a lack of binding national laws concerned with inclusive education, a dual governmental administration for special education services, and citizen’s and special education professionals strong concern about whether inclusive education practices can be carried out.

Agri-biotech multinational enterprises (MNEs) are persisting to push genetically modified plant varieties (GMV) worldwide including emerging countries as a technological solution for sustainable development. However, in emerging countries, the structure and effectiveness of regulation and compliance measures to ensure human and environmental safety are much less developed. There are three types of concerns: the economic risks faced by farmers while using existing low-yielding conventional seed varieties, in the face of inadequate institutional mechanisms and safety nets, the long-term environmental risks, and finally, risks posed by other possible externalities. In an attempt to provide some insight on the aforementioned debate, this chapter focuses on a commercially successful GMV—namely genetically modified cotton, also referred to as Bt cotton. The literature on adoption of Bt cotton is first examined, and its findings are confronted with the reality of the introduction and diffusion of Bt cotton in India to derive inferences on how MNE and emerging countries’ governments can manage coexistence. Our findings indicate that in order to be successful, MNEs have to establish the sociopolitical legitimacy of GMV through investment in outreach with regulatory authorities, government departments dealing with the environmental and bio safety, farmer groups, and nongovernmental organizations (NGOs). MNEs also have to keep in mind that pricing and high technology fee can become an impediment for the legitimization of technology. Finally, MNEs can partner with NGOs to educate and accompany farmers to maximize their livelihood, while preserving the ecological sustainability of their farm lands.

This essay examines how two Marxist anti-colonial intellectuals from Portuguese India and French India – Aquino de Bragança and V Subbiah – differentially theorized movements for independence from colonial rule. Through the analysis of primary source documents in French, Portuguese, Italian and English, I compare V Subbiah's Dalit, anti-fascist anti-colonial Marxism to Aquino de Bragança's internationalist anti-colonial Marxism. Both theorists' approaches have similarities in (1) theorizing the relationship between fascism and colonialism given that the Portuguese Empire was administered by Salazar's Estado Novo and the French Empire was under Vichy rule, (2) rethinking Marxism to better fit the Global South context and (3) intellectual and political connections to Algeria were critically important for theory and praxis. Despite the distinct geographic and social spaces in which they lived and worked, both produced remarkably similar theories of anti-imperialism.

The author describes how he entered the marketing field and describes his contributions in four sections: articles written, books published, students nurtured, and executives consulted and trained. He describes his contributions to the marketing field in nine areas: marketing theory and orientations, improving the role and practice of marketing, analytical marketing, the social and ethical side of marketing, globalization and international marketing competition, marketing in the new economy, creating and managing the product mix, strategic marketing, and broadening the concept and application of marketing.