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This chapter studies the impact of technology on policing in Delhi. It shows that technology has affected both the methodology of crime and the law enforcing agencies. The chapter first looks at technology as a facilitator for criminals; cell phones are used as a means for communication among criminals, and the Internet provides ways for criminals to commit sophisticated crimes. It then views technology as a facilitator for better policing, which allow the police to counter criminal activities. Close circuit television cameras (CCTVs) are used as agents of silent policing, the Zonal Integrated Police Net allows police to access and exchange information among police forces, and the Crime and Criminal Tracking Network and System (CCTNS) helps provide an integrated and comprehensive system that enhances the effectiveness of policing.

Students arrive at schools with a variety of different skills and experiences, but as Karolyn Tyson explains, schools can respond to those differences in ways that either build on strengths and ensure opportunities to learn or thatstratify expectations and opportunities. She describes how capable students of color in racially diverse schools are severely underrepresented in advanced classes, contributing substantially to the opportunity gap. Such tracking practices have repeatedly been shown to be detrimental, yet they persist in most American secondary schools.Creating conditions within schools to afford more students, and not just a select group, opportunities to learn advanced curricular materials will go a long way toward nurturing a sense of fairness among students and preparing a broader group of young people for a diverse array of opportunities in the labor market.

This chapter focuses on filmmaker Raja Amari. Amari was born into a middle-class family in Tunis in 1971. She studied French literature and civilisation at the University of Tunis I, before going on to study film at FEMIS in Paris, from which she graduated in 1998. Before making her first feature, Satin Rouge (2002), Amari made three short films, beginning with The Bouquet/Le Bouquet (1995). Her best known short is April/Avril (1998), an atmospheric thirty-minute piece shot in 35mm and dealing with a ten-year-old girl, Amina, who comes to Tunis to work as a maid to two lonely sisters. In 2004 Amari completed her first video documentary, Tracking Oblivion/Sur les traces de l'oubli, which deals with an emblematic figure in North African feminism, the nineteenth-century European explorer Isabelle Eberhardt, who lived with all the freedom of a man and had a particular regard for the spartan life of the Bedouin tribes.

This chapter explores the tension between the ephemerality of swimming and its embodied and symbolic ‘realness’ for the swimmer, and investigates the multiple ways in which material and virtual artefacts are produced and mobilised to make swimming count and render it consumable. The chapter argues that in spite of the suspicions within the marathon swimming social world about the potentially corrupting effect of technology to the integrity of the sport, the everyday practice of marathon swimming is highly, if selectively, technologised. This technological ambivalence is negotiated via social world norms of data gathering, processing and sharing, with users positioning themselves as discriminating and restrained users. This highlights marathon swimming as a tradition-oriented practice with a profoundly contemporary inflection.

The authors provide an additional eighteen examples of obfuscation. By contrast with the core cases of I.1, these examples are broader and more varied in their application, including speculative design projects, patents, file-sharing tools, and business and financial strategies. This section does not expand the fundamental lexicon of what obfuscation is and does, but instead shows how it is applied to specific kinds of challenges, including textual stylometry, facial recognition, loyalty cards, criminal investigations, and software code.

The chapter offers an account of “reproducers” in counterpoint to replicator concepts, treating development as entwined with heredity, to make conceptual room for the ongoing empirical revolutions in recent mechanistic studies of inheritance systems beyond the gene. The essay examines the character and status of “hybrids” as a means of exploring the role and nature of “developmental scaffolding” in reproduction processes. These ideas are put to work examining empirical tracking and labeling practices and the conceptual challenges that arise from them in narratives of the molecular hybridization events of HIV-1 retrovirus infection. HIV serves as an instructive exemplar for exploring possible applications of reproducer concepts to cognition and culture.

Recent history clearly shows that improvements in knowledge capital are possible and within the reach of nations. But, a wide variety of specific policies have been implemented within various countries without much evidence of success in either achievement or economic terms, generally reflecting the pursuit of policies for which there is little empirical support. This chapter, drawing on relevant research and findings from a variety of sources, distils a few key conclusions about which broad sets of policies are promising and which are not. The evidence across countries suggests simple resource policies have proved inconsistent and ineffective, not only for developed but also for developing countries. At the same time, some policies from developed countries, such as school autonomy, may not be equally effective in developing countries, and vice versa. Overall, the evidence points to the general importance of focusing incentives on educational outcomes, something that is best achieved by constructing the institutional structures of the education system with specific focus on outcomes. A number of education institutions – most notably, developing effective accountability systems, promoting choice and competition, and providing direct rewards for good performance – potentially lead to higher teacher quality and offer promise. Finally, some policies (such as pre-school programs) promise both improved equity and increased growth, while others (such as early tracking) offer the opposite.

This concluding chapter discusses Tracking Transience, a performance both of the law and for the law. It stages the surveillance techniques of the national security state as they concentrate on the artist's racialized body. In addition, the play demonstrates the links between law and performance in the process of racialization. To do so, it draws on the tradition of body artists, such as Hanna Wilke, Yoko Ono, Chris Burden, and Karen Finley, who use the body in performance to stage, a “dislocation of normative subjectivity, reconfiguring identity politics (the way in which the subject comes to meaning in the social) and the very parameters of subjectivity itself.”

The chapter sketches how Fodor and I, beginning from different perspectives, were led to make a sharp distinction between registering certain distal objects in visual perception and categorizing and recognizing these objects. The precategorical or nonconceptual operations in categorizing were unlike cognitive processes in general in that they were insensitive to beliefs or to inferences from background knowledge, thus they were barred from using expectations even when the latter were relevant to correct decisions or goal-driven actions. We postulated certain fixed mechanisms of perception—what I called perceptual architecture and Fodor called modules. I explored these mechanisms empirically which led to the notion of indexing by a mechanism I called a FINST.

Beginning with students’ reflections on the racial/ethnic divides on campus, this chapter provides the book’s socio-political and academic context. I challenge the limitations of studies and policies that focus on a so-called achievement gap. I then explain the neoliberal and neoconservative context, how this work adds to the academic scholarship, the book’s macro-meso-micro framework (which includes a brief history of Mexican Americans, Chinese Americans, and Korean Americans). The introduction ends with a chapter outline.

Teachers and administrators explain the educational differences between students. Such explanations focus on biological and cultural arguments where Asian Americans are assumed to value schooling and hard work more than Latinas/os. Along with a discussion of the general silence regarding Whites, white privilege, and whiteness in general at the school, there is also consideration of how federal educational policies that emphasize performance on standardized tests influence school discourses and practices.

Students describe the school policies and practices influencing their educational trajectories and peer relationships. Of particular importance are the significance of segregated and unequally valued middle schools and the inequalities attached to a rigid track system that includes placement in the International Baccalaureate Program, Advancement Via Individual Determination Program, or non-honors college preparatory classes.

Students reveal unequal patterns of surveillance and regulation by race/ethnicity, class, gender, and academic track. While students in the school’s top classes describe having a free pass to move around campus, students outside of these courses, especially Latinas/os, encounter control and punishment. Asian Americans, on the other hand, express more academic restrictions where they are held to higher standards because of the racialized academic profiling that expects them to excel in their courses.

This chapter reveals the intensification of a tutoring industry. Some students—primarily middle and upper middle class Asian American students–receive extensive tutoring in Chinese schools and from for-profit organizations. In contrast, many Latina/o students across class position receive no tutoring or limited tutoring. Such unequal access to tutoring fuels academic and social differences, and some teachers are even changing their curriculum in ways that benefit students with tutoring.

The chapter focuses on the academic and social hierarchies at the school and students’ roles in perpetuating such hierarchies. Examples focus on how students of color are differently labeled “smart,” “stupid,” “sporty,” or “stupid” while White students are believed to be less identifiable. There are also examples of anti-immigrant posturing among some Asian Americans that is linked to larger assimilationist imperatives.

This chapter exposes forms of resistance. From claiming an identity, playing with stereotypes, to defying typification, students creatively carve out their sense of selves and challenge others’ perceptions. Organizationally, a smaller group of students and teachers create alternative campus spaces in classroom and through the student organization MEChA that are inclusive, oppositional, or overly political.

Reflecting on my experiences sharing the research findings with the school, this chapter conveys the urgency and the difficulty of change. While presenting, I learned that some heard my analysis through the same frameworks that I aimed to critique. Others found it difficult to transform school practices in the current period of schooling where assessment drives education.

Beginning with a discussion of a program that was established at the school after my research, this chapter discusses what the high school teaches us about the detrimental impacts of the current state of U.S. schooling. In many ways, the high school under study is any-school USA. Just as it is premised on competition, individualism, and assimilation, it overlooks the significance of opportunity and social gaps and the wealth of knowledge, experiences, and resources that its students, their families, and the surrounding communities possess.