Hostname: page-component-cd9895bd7-fscjk Total loading time: 0 Render date: 2024-12-16T23:24:58.158Z Has data issue: false hasContentIssue false

Fighting nuclear proliferation through education. The remarkable story of ISODARCO

Published online by Cambridge University Press:  06 June 2018

Paolo Foradori*
Affiliation:
School of International Studies, University of Trento, Trento, Italy
Giampiero Giacomello*
Affiliation:
Department of Political and Social Sciences, University of Bologna, Bologna, Italy

Abstract

Disarmament and non-proliferation education is a key tool in curbing the spread of nuclear weapons, with a view to their elimination. This article examines the remarkable story of the International School on Disarmament and Research on Conflicts (ISODARCO) on the occasion of its fiftieth anniversary of continuous engagement in educational and training activities. ISODARCO offers a unique forum where nuclear experts from different backgrounds and approaches can meet, debate, and promote action as a transnational knowledge-based network of experts and, equally important, pass on their expertise to the ‘next generation of non-proliferation specialists’. The contribution of this small Italian NGO is indeed noteworthy, highly praised at the national and especially international level, and worth the attention of an audience broader than just non-proliferation and security experts.

Italian summary

L’educazione al disarmo e alla non proliferazione è uno strumento chiave per contrastare la diffusione delle armi nucleari, in vista di una loro completa eliminazione. L’articolo esamina la straordinaria storia dell’International School on Disarmament and Research on Conflicts (ISODARCO) in occasione del suo cinquantesimo anniversario di impegno continuo nelle attività di formazione e training. ISODARCO offre un forum unico dove esperti nucleari provenienti da diversi background e approcci possono incontrarsi, discutere e promuovere l’azione come una rete transnazionale di esperti basata sulla conoscenza e, cosa ugualmente importante, trasmettere le proprie competenze alla ‘next generation of non-proliferation specialists’. Il contributo di questa piccola ONG italiana è davvero degno di nota, apprezzato a livello nazionale e soprattutto internazionale, e merita di essere conosciuto da un pubblico ben più ampio rispetto ai soli esperti di non proliferazione e disarmo.

Type
Research Article
Copyright
© 2018 Association for the Study of Modern Italy 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Baldwin, D.A., ed. 1993. Neorealism and Neoliberalism: The Contemporary Debate. New York: Columbia University Press.Google Scholar
Buhmann, C.B. 2007. ‘‘The Nuclear Weapons Inheritance Project: Student-to-Student Dialogues and Interactive Peer Education in Disarmament Activism’’. Medicine, Conflict and Survival 23 (2): 92102.Google Scholar
Carlton, D., and Schaerf, C., eds. 1975. International Terrorism and World Security. New York: John Wiley reprinted by Routledge Library Editions 2015.Google Scholar
Foradori, P. 2014. ‘Introduction’. In Still the Century of Overkill? Strengthening the Control of Weapons of Mass Destruction, edited by P. Foradori, 1325. Baden-Baden: Nomos.Google Scholar
Foradori, P., ed. 2013. Tactical Nuclear Weapons and Euro-Atlantic Security: the Future of NATO. London and New York: Routledge.Google Scholar
Foradori, P., Giacomello, G., and Pascolini, A., eds. 2018. Arms Control and Disarmament: 50 Years of Experience in Nuclear Education. Cham, Switzerland: Palgrave Macmillan.Google Scholar
Gaddis, J.L. 1987. The Long Peace: Inquiries into the History of the Cold War. Oxford: Oxford University Press.Google Scholar
Gatt, S. 2009. ‘Networking School Teachers to Promote Better Practice in the Teaching of Science Across Europe’. European Journal of Education 44 (4): 493506.Google Scholar
Kelleher, C., and Reppy, J., eds. 2011. Getting to Zero: The Path to Nuclear Disarmament. Stanford: Stanford University Press.Google Scholar
Mabey, C., Kulich, C., and Lorenzi-Cioldi, F. 2012. ‘Knowledge Leadership in Global Scientific Research’. The International Journal of Human Resource Management 23 (12): 24502467.Google Scholar
Medeiros, E.S. 2007. Reluctant Restraint: The Evolution of China’s Nonproliferation Policies and Practices, 1980–2004. Stanford: Stanford University Press.Google Scholar
Nagel, A.-K. 2010. ‘International Networks in Education’. In Education in Political Science: Discovering a Neglected Field, edited by A.P. Jakobi, K. Martens, and K.D. Wolf, 156174. New York: Routledge/ECPR Studies in European Political Science.Google Scholar
Norris, R.S., and Kristensen, H.M. 2010. ‘‘Global Nuclear Weapons Inventories, 1945–2010’’. Bulletin of the Atomic Scientists 66 (7): 7783.CrossRefGoogle Scholar
Potter, C.W. 2001. ‘A new agenda for disarmament and non-proliferation education’. Disarmament Forum 3:512.Google Scholar
Rubbia, C. 1991. Edoardo Amaldi: Scientific Statesman. Geneva: CERN.Google Scholar
Schaerf, C. 2018. ‘Afterword’. In Arms Control and Disarmament: 50 Years of Experience in Nuclear Education, edited by P. Foradori, G. Giacomello, and A. Pascolini. Cham, Switzerland: Palgrave Macmillan.Google Scholar
Schaerf, C., De Lutiis, G., Silj, A., Carlucci, F., Bellucci, F., and Argentini, S. 1992. Venti anni di violenza politica in Italia 1969–1988, Cronologia ed analisi statistica Rome: Università degli Studi di Roma ‘La Sapienza’, Centro Stampa d’Ateneo.Google Scholar
Sokova, E. 2012. ‘Disarmament and Non-Proliferation Education. Recent Developments and the Way Forward’. CTBTO Spectrum 19 (September): 1618.Google Scholar