Experiencing Globalization: Active Teaching and Learning in International Political Economy

This article explores the teaching and learning challenges for the discipline of international studies (IS) that arise from the contemporary social, economic, and political changes usually labeled "globalization." The focus is upon the challenge posed to IS by a transformation in the nature of the relationship of teachers and students to the subject matter that they study: that is, teachers and students increasingly experience and contribute to globalization in the course of their daily lives as they simultaneously teach and learn about it. Significantly for the study of globalization in IS, pedagogical debates surrounding active teaching and learning highlight the potential for strategies that actively engage students' interests and everyday experiences with the subject itself. On this basis, the article outlines some potential routes into the active teaching and learning of globalization in the field of international political economy, illustrating these with examples from classroom activities and exercises.     

Heroism and ambiguity: Ngo advocacy in international policy

NGO advocacy is sometimes portrayed in a heroic light, but efforts to influence World Bank-supported economic policies confront considerable ambiguity. Influence is difficult to demonstrate, but advocacy should be more rigorously assessed in the interest of transparency and effectiveness. Two (partial) solutions to this ambiguity are to focus on the process of NGO campaigns themselves; and to monitor impact on component parts of a model of institutional change at the Bank. This article assesses a recent advocacy campaign by testing it against five criticisms of NGO campaigning, then proposes that NGO advocates develop a practical model of policy change and monitor and evaluate their efforts with reference to the model's component parts.     

Farm-Level Pathways to Improved Nutritional Status: Introduction to the Special Issue

Abstract

Global, national and local policies and programmes for agricultural development are recurrently justified based on their alleged role in improving food and nutrition security. However, strikingly little evidence is available to prove that a direct, household-level link between agricultural production and improved nutrition exists. The objective of this special issue is to systematically and empirically test, using data from Africa and South Asia, whether a relationship between household agricultural production and nutrition can be found. Overall, the studies in this special issue support the hypothesis that household agricultural production has direct and important linkages with dietary patterns and nutrition.     

The heritage of autonomy in Carpathian Rus’ and Ukraine's Transcarpathian region

As the Soviet Union disintegrated and eventually dissolved in 1991, many of its peoples, both so-called titular nationalities and national minorities, put forth demands for independence or, at the very least, self-rule for territories that were said to represent the national patrimony. Among the many peoples who put forward such demands were Carpatho-Rusyns, who, together with fellow citizens of other national backgrounds, demanded autonomy or self-rule for the region (oblast) of Transcarpathia in far western Ukraine. This essay examines from a historical perspective the question of autonomy or self-rule for Carpatho-Rusyns and for all or part of the territory they inhabit, historic Carpathian Rus’. The autonomy question in Carpathian Rus’ is hardly new, but one that goes as far back as 1848.