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Purpose: After the dissolution of the Soviet Union, Belarus began to develop a national policy on reproductive health, influenced by late Soviet policy, market relations, and international actors. The central question of this research is how the issues of reproduction and woman’s health are reconsidered in post-Soviet Belarus, in light of the influence of various social and political factors.

Methodology/approach: This chapter critically examines discourses of legal regulations of reproduction and how they promote certain understandings of national security and traditional values through reproduction. In particular, the study is based on the discourse-analysis of the official legislative documents on reproduction in Belarus between 1991 and 2015.

Findings: The transformation of the post-Soviet social protection system, reproductive health care, family policy, as well as specific configuration of public discourse legitimize one model (unified and homogenized normative body that is heterosexual, fertile, healthy, prosperous) and exclude others (non-normative bodies that are non-heterosexual, infertile, unhealthy, poor, and thus precarious for the nation) in favor of the interests of biopolitical governance, nation-building, and neoliberal ideology. Moreover, legal documents legalize new principles of social stratification and produce new ideas about responsible parenthood.

Social implications: Although there is some scholarship on reproduction in Belarus, a thorough analysis of the public discourse and the legal regulations of reproduction has yet to be conducted. Contributing to the debate about post-Soviet reproductive politics, this chapter explores the influence of the biopolitical dialogue and the panic around depopulation on social policies. In particular, this chapter offers more critical perspective toward the economic and social dynamics in Belarus, taking into account the variety of processes and configurations of discourses that influence official policy.

The anti-apartheid movement represented a cornerstone for socially responsible investors in the 1970s and 1980s driven by the willingness to promote lasting social change. What happened next in terms of socially responsible investing (SRI) in the free South Africa? This chapter explores the local development of SRI in South Africa post-apartheid.

An in-depth literature review combined with a content analysis 73 SRI funds’ investment mandates were undertaken to investigate the local development of SRI in South Africa over the period 1992–2012.

Mechanisms of local divergence and global convergence have both shaped the phenomenon of SRI in South Africa. SRI in South Africa represents a melting-pot of societal values anchored in a local developmental and transformative political vision, some local and global Islamic religious values, and worldwide SRI and CSR homogenisation trends.

This chapter is the first attempt to outline the mechanisms of local divergence and global convergence that have moulded SRI in a democratic South Africa.

In this chapter, I consider how and why gender continues to impact motivation, task engagement, self-regulation, and educational aspirations, choices, and outcomes among both boys and girls. How can motivation theory and research contribute to understanding gender differences in achievement at school, where girls now tend to do better than boys, especially in less advantaged social groups, and at work, where women still tend to achieve and earn less than similarly qualified men? In the first section of this chapter, I review evidence of gender-related motivational orientations whereby boys tend more to “prove and protect” and girls tend more to “doubt and try to improve” their abilities. I analyze the benefits and costs of these orientations, focusing on how they contribute to the superior school performance of girls, to spurring high-achieving boys to succeed more in later life than similarly able girls, and to placing lower-achieving boys, who often belong to minority groups, at particular risk for academic disengagement. I then consider how boys and girls construct and maintain motivating and motivated beliefs and strategies in interactions with parents, teachers, and peers within the social and educational contexts of their daily lives. In the final section, I first present some educational recommendations that follow from my analysis. I then engage directly with the overarching theme of this volume by considering some broad societal trends that present continuing challenges to educators concerned to promote optimal motivation for learning among both boys and girls in the twenty-first century.