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What does the War on Terror have to teach us about the ongoing War on Invasive Species? Rooted in the author's personal experiences as an immigrant on a family farm in Virginia, this essay explores themes of language, mental frames, and violent conflict in novel ways that shed insight into the morality of the struggle to manage unwanted species.

This paper extends the “authoritarian surveillance as a practice” (Topak, Mekouar, and Cavatorta 2022) perspective by focusing on the major trends that shape authoritarian surveillance in three different contexts. It draws on authoritarian surveillance practices implemented by Turkey, Israel (in Palestine), and the European Union (EU) (at Africa-Europe borderzones) and observes that, despite different contexts and regime types, authoritarian surveillance is driven by structural racism and transnational associations. In Turkey, racialized Kurdish populations and pro-Kurdish dissident groups have been the major recipients of authoritarian surveillance practices, even though mass authoritarian surveillance has impacted large segments of the society. The Gülen community, which is a Turkey-origin transnational movement, played a major role in the intensification of authoritarian surveillance, while the EU provided indirect support because of its reliance on Turkey for stopping migrants trying to reach Europe. The EU implements authoritarian surveillance not only through responsibilizing external actors (such as in Turkey and Libya) for border policing but also through the deployment of its own border surveillance technologies. The EU drones, provided by Israeli companies, surveil and facilitate the return of black African migrants to Libya where they are subjected to crimes against humanity. The long history of European colonialism in Africa shapes the current racist use of EU drones as an authoritarian surveillance practice, which is implemented through the EU’s transnational associations involving Libyan militia groups and Israeli drone companies. In Palestine, the legacies of Israel’s settler-colonial racism against Palestinians have culminated in the current genocidal surveillance by Israel. Israel has been committing genocide within a network of transnational associations and is also one of the major exporters of authoritarian surveillance technology, ranging from spyware to drones. Through examination of these contexts, the paper argues that authoritarian surveillance is practiced by both liberal and authoritarian regimes, is driven by structural racism and is implemented through the involvement of various transnational actors.

Keywords: racism, transnationalism, Turkey, Israeli-Palestinian Conflict, European Union, border surveillance, drones, genocide, authoritarian surveillance

Pedagogical research competence has recently become an essential educational outcome in future teacher training to conduct social and professional activities. The purpose of this study is to identify the state and means of development of research activity of future primary schoolteachers. A questionnaire survey of students at a pedagogical university was conducted. The conditions for the formation of the specified competence in the system of modern education of Kazakhstan are offered. During this empirical research, the level of students’ mastering of skills, which are the basis of research competence, was established. Future teachers at the stage of training need to receive proper research experience. The practical significance of this lies in the development of methodological recommendations, covering key, theoretical information about the features of pedagogical-research competence and its means of development, in the context of training future primary schoolteachers.

Keywords: Research Competence, Primary School Teacher

This article examines the impact of emerging technologies on training professions, with a particular focus on the adaptation of the professionalization of educational engineers and adult trainers since 2019. The article demonstrates how economic and political changes have rapidly altered the nature of work in this field, forcing companies in a competitive environment to develop the digital skills of in-service trainers and those of students graduating from university. Based on a multimodal engineering model incorporating a variety of teaching practices, virtual reality and artificial intelligence, the text presents the action strategy and problem-solving implemented in a master’s degree course in France to manage this race to the top, while strengthening the quality of digital uses and remaining consistent with the skills at the heart of the professions involving interaction with others for which students are destined.

Keywords: ingeniería pedagógica, pedagogical engineering, ingénierie pédagogique, engenharia pedagógica, multimodalidade, multimodalidad, multimodality, multimodalité, université, formación profesional inicial, formação profissional inicial, initial vocational training, universidade, universidad, university, usages du numérique, technologies émergentes, digital use, usos digitales, usos digitais, emerging technologies, tecnologías emergentes, tecnologias emergentes