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This chapter reviews the challenges facing educational research and knowledge production, in the independent post-Soviet Central Asia through examination of the case of Tajikistan. The chapter revisits issues discussed in Niyozov and Bahry (2006) on the need for research-based approaches to with these challenges, taking up Tlostanova’s (2015) challenge to see Central Asian educational history as repeated intellectual colonization, decolonization, and recolonization leading her to question whether Central Asians can think, or must simply accept policies and practices that travel from elsewhere. The authors respond by reviewing Tajikistan as representative in many aspects, if not all particulars, of the entire region. Part one of the review describes data sources, analyses, and our positionalities. Part two reviews decolonization in comparative, international, and development education and in post-Soviet education. Part three describes education research and knowledge production types and their key features. Thereafter, the authors discuss additional challenges facing Tajikistan’s and the region’s knowledge production and link them to the possibilities of decolonization discourse. The authors conclude by suggesting realistic steps the country’s scholars and their comparative international education colleagues may take to move toward developing both research capacity and decolonization of knowledge pursuits in Tajikistan and Central Asia.

This chapter probes the issue of capital mobility and its implications in the context of the globalization of the fresh fruit sector. In particular, it explores the relationship between productive capital and labor in two different Latin American regions: the Northeast of Brazil and Patagonia in Argentina. Employing a comparative approach, it studies the impact that the insertion of local production into global circuits has on local firms and labor. These relatively culturally and geographically distant locations are affected by similar phenomena created by the globalization of agrifood. Relevant among then are the marginalization of labor and a weak labor structure. While there has been the growth of local firms, this growth has not erased important weaknesses.

When the 13 colonies in North America, the slave colony of Saint-Domingue, and the colonial territories of the Portuguese and Spanish Americas all rose against their imperial rulers, a new postcolonial order seemingly emerged in the Western Hemisphere. The reality of this situation forced political theorists and practitioners of the early 19th century to rethink the way in which they envisioned the nature and dynamics of international order. But a careful analysis of this shift reveals that it was not the radical break with prior notions of sovereignty and territoriality, often described in the literature. This was not the emergence of a new postimperial system of independent, nationally anchored states. Rather, it reflected a creative rethinking of existing notions of divided sovereignty and composite polities, rife with political experiments – from the formation of a new multi-centered empire in North America to the quasi-states and federations of Latin America. This moment of political experimentation and postcolonial order-making presented a distinctly new world repertoire of empire and state-building, parts of which were at least as violent and authoritarian as those of the old world empires it had replaced. The most radical ideas of freedom and liberty, championed by the black republic of Haiti, remained marginalized and sidelined by more conservative powers on both sides of the Atlantic.

This chapter provides an overview of the postcolonial literatures and their critiques relevant to internationalising curriculum in the educational administration and leadership field. The aim is to both examine the problems culturally and institutionally with primarily Anglo-American globalised curriculum that still holds a hegemonic position internationally as well as identify proposals in diversifying the field to reflect context, policy requirements and practices, and cultural values and principles. Discussed also are a number of initiatives that have been taken that provide a foundation for furthering this kind of curricular development, and a set of principles for internationalising the field that indicate the various levels and factors involved.

After the handing over of Hong Kong sovereignty from 1997 and under the “one country two systems” model, the Special Administrative Region's Government initiated new policies of civic education and amended or ignored the old ones. However, it was not until May 2011 that the complete new policy paper was introduced for consultation and then it was passed and issued as national education in April 2012. This article aims to analyze the civic education policy of Hong Kong in the transfer of power after the handing over in the following 15 years.

This policy analysis describes the preparations for Hong Kong’s future citizens and masters. Theories of citizenship education are adopted for this analysis. Moreover, theories of the state are also applied for more in‐depth understanding. These concepts are helpful to operationalize the contents of the study. It was a historical and comparative method to help to understand and explain the civic education policy of the HKSAR's governance.

Basically, it can be seen that the policies are anticipatory and responsive. The historical context of Hong Kong helped to make the correspondence with how the government expected to mold its future citizens in order to facilitate and implement their administration and governance.

This paper explores the role of the Hong Kong Government in the initiation and implementation of civic education.

Reviews the Institute of Physics conference “Sensors & their Applications XI”, held at City University, UK in September 2001. Highlights a selection of key papers covering gas sensor arrays for fire detection, fibre optic sensors for structural strain monitoring and detection of biofouling, fluorescent sensor for detecting algae and thick film sensors for smartcard biometrics. Reviews briefly other papers and draws conclusions.

The abatement of the Cold War and the declining threat of nuclear conflict have awakened U.S. politicians to the dangers of the U.S.'s losing its industrial base. That is not to suggest that economic growth and competitiveness issues were completely neglected previously; rather, it indicates that the warning signs managers and researchers often raised had not captured adequate attention. It is true that the U.S. still leads the world in productivity, but its rate of productivity growth continues to lag behind numerous competitors (Greenhouse, 1992).

We present the concept and first experiences for a Web‐based ecological knowledge management system ILMAX. It manages experience knowledge resulting from an ecological long‐term investigation of the regeneration process of the stream Ilm (Thuringia, Germany). The tools used are iZone, a Web‐based content management system with an emphasis on information retrieval and feedback, and D3, a tool kit for building knowledge‐based systems and for managing case bases. The difficult initializing phase of knowledge management systems was done by a “knowledge champion” gathering and structuring various kinds of text documents, data sheets and unpublished knowledge of domain experts.