O.P. Mishra
- Published in print:
- 2012
- Published Online:
- September 2012
- ISBN:
- 9780198075950
- eISBN:
- 9780199080892
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198075950.003.0008
- Subject:
- Sociology, Urban and Rural Studies
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.001.0001
- Subject:
- Sociology, Race and Ethnicity
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and ...
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Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.Less
Academic Profiling focuses on the schooling experiences and relationships between the two fastest growing groups in the United States—Asian Americans and Latinas/os. At a time when politicians and pundits debate the sources of an achievement gap, Academic Profiling turns our attention to students, teachers, and parents to learn about the opportunity and social gaps within schools. In candid and at times heart-wrenching detail, students in a California public high school share stories of support and neglect on their paths to graduation. Separated by unequal middle schools and curriculum tracking, students are divided by race/ethnicity, class, and gender. While those in an International Baccalaureate Program boast about socratic classes and stress release-sessions, students outside of such programs bemoan unengaged teaching and inaccessible counselors. Labeled “the elite,” “regular,” “smart,” or “stupid,” students encounter differential policing and assumptions based on their abilities. These disparities are compounded by the growth in the private tutoring industry where wealthier families can afford to spend thousands of dollars to enhance their children’s opportunities, furthering an accumulation of privileges. However, in spite of the entrenchment of inequality in today’s schools, Academic Profiling uncovers multiple forms of resilience and the ways that students and teachers are affirming identities, creating alternative spaces, and fostering critical consciousness. As the story of this California high school unfolds, we also learn about the possibilities and limits of change when Gilda L. Ochoa shares the research findings with the high school.
J. Harvie Wilkinson
- Published in print:
- 1979
- Published Online:
- November 2020
- ISBN:
- 9780195025675
- eISBN:
- 9780197559963
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195025675.003.0014
- Subject:
- Education, History of Education
The Supreme Court in Swann drove the yellow school bus down the road of racial reform. And a bumpy journey it would prove to be. Why, one wonders, did the ...
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The Supreme Court in Swann drove the yellow school bus down the road of racial reform. And a bumpy journey it would prove to be. Why, one wonders, did the Court choose busing among all the alternatives available? Why, moreover, was that choice unanimous? Why, lastly, had several justices even swallowed their personal misgivings to join the opinion? For the Court’s commitment to this fateful step, there exist various explanations. One is that the Court never anticipated just how much opposition compulsory busing would provoke. Northern sentiment had not yet been aroused at the time of Swann; South Boston was but a speck on the racial horizon. The justices might still have believed opposition to busing just another eruption of the same southern temper that had produced Little Rock, Prince Edward, and the ugly happenings at Lamar. By 1970, moreover, the Court was most impatient with the South and more than a little embarrassed that sixteen years after Brown the task of southern integration remained incomplete. Thus Swann seemed the final step in the South’s subjugation. That busing would soon become the hottest issue of national domestic politics, the justices had not as yet fully foreseen. There was more to the Court’s approval of busing than integrating the South. Green had whetted the Court’s appetite for numbers. Black-white percentages at last gave the Court a concrete measuring rod, an objective determinant of a school board’s good faith. If one’s goal for schools was statistical racial balance, busing seemed the most direct way to achieve it. In fact, busing seemed the only way to achieve it in the urban metropolis where the races lived largely apart. But something more profound motivated the Court’s probusing stance in 1971: a mystical force in the catacombs of the Supreme Court known as the spirit of Brown. Brown’s legacy was a special race consciousness, an understanding among justices that blacks were henceforth to enjoy constitutional priority.
Less
The Supreme Court in Swann drove the yellow school bus down the road of racial reform. And a bumpy journey it would prove to be. Why, one wonders, did the Court choose busing among all the alternatives available? Why, moreover, was that choice unanimous? Why, lastly, had several justices even swallowed their personal misgivings to join the opinion? For the Court’s commitment to this fateful step, there exist various explanations. One is that the Court never anticipated just how much opposition compulsory busing would provoke. Northern sentiment had not yet been aroused at the time of Swann; South Boston was but a speck on the racial horizon. The justices might still have believed opposition to busing just another eruption of the same southern temper that had produced Little Rock, Prince Edward, and the ugly happenings at Lamar. By 1970, moreover, the Court was most impatient with the South and more than a little embarrassed that sixteen years after Brown the task of southern integration remained incomplete. Thus Swann seemed the final step in the South’s subjugation. That busing would soon become the hottest issue of national domestic politics, the justices had not as yet fully foreseen. There was more to the Court’s approval of busing than integrating the South. Green had whetted the Court’s appetite for numbers. Black-white percentages at last gave the Court a concrete measuring rod, an objective determinant of a school board’s good faith. If one’s goal for schools was statistical racial balance, busing seemed the most direct way to achieve it. In fact, busing seemed the only way to achieve it in the urban metropolis where the races lived largely apart. But something more profound motivated the Court’s probusing stance in 1971: a mystical force in the catacombs of the Supreme Court known as the spirit of Brown. Brown’s legacy was a special race consciousness, an understanding among justices that blacks were henceforth to enjoy constitutional priority.
J. Harvie Wilkinson
- Published in print:
- 1979
- Published Online:
- November 2020
- ISBN:
- 9780195025675
- eISBN:
- 9780197559963
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780195025675.003.0018
- Subject:
- Education, History of Education
At first glance Allan Bakke seemed to be just another ordinary citizen whom landmark litigation was about to cast up from obscurity. The fortuity of other ...
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At first glance Allan Bakke seemed to be just another ordinary citizen whom landmark litigation was about to cast up from obscurity. The fortuity of other Supreme Court decisions had earlier taken Linda Brown, Clarence Earl Gideon, and Danny Escobedo and made them household names for a spell. Now the Court would do so for Allan Bakke. But, in fact, in at least one significant aspect Bakke was different. For years the focus of the Constitution had been the underside of American life. The Court had reached into shabby schools and mean alleys to succor the lowly, the despised, the dispossessed. One recalls Linda Brown, daughter of a welder on the Rock Island Railroad, standing plain-dressed before the drab edifice that was the segregated Monroe School in Topeka. Or Clarence Earl Gideon, the drunken woebegone from the Florida panhandle whose dogged requests for a lawyer became one of the most significant criminal cases of our century. The Constitution, it was thought, might help those who could not help themselves. But Allan Bakke did not exactly fit the mold. He had blue eyes, blond hair, and Norwegian ancestry, and stood just under six feet tall. Above all, Bakke was a structured, shaped-up person. He struck Dr. Theodore West of the Davis Medical School as “pleasant, mature . . . tall and strong and Teutonic in appearance . . . , a believer in personal health and fitness; he is careful about his diet and vices, runs every day and is generally interested in improving his actuarial statistics.” But another admissions officer thought him “humorless” and “zealous,” like a “character out of a Bergman film.” Bakke was never especially wealthy or advantaged. His was a storybook life of middle-class virtue. His father was a mailman, his mother a teacher. Bakke himself attended the University of Minnesota, majored in mechanical engineering, and earned just under a straight A average. To help finance his education, he joined the Naval Reserve Officers Training Corp., then fought after graduation as a Marine captain in Vietnam.
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At first glance Allan Bakke seemed to be just another ordinary citizen whom landmark litigation was about to cast up from obscurity. The fortuity of other Supreme Court decisions had earlier taken Linda Brown, Clarence Earl Gideon, and Danny Escobedo and made them household names for a spell. Now the Court would do so for Allan Bakke. But, in fact, in at least one significant aspect Bakke was different. For years the focus of the Constitution had been the underside of American life. The Court had reached into shabby schools and mean alleys to succor the lowly, the despised, the dispossessed. One recalls Linda Brown, daughter of a welder on the Rock Island Railroad, standing plain-dressed before the drab edifice that was the segregated Monroe School in Topeka. Or Clarence Earl Gideon, the drunken woebegone from the Florida panhandle whose dogged requests for a lawyer became one of the most significant criminal cases of our century. The Constitution, it was thought, might help those who could not help themselves. But Allan Bakke did not exactly fit the mold. He had blue eyes, blond hair, and Norwegian ancestry, and stood just under six feet tall. Above all, Bakke was a structured, shaped-up person. He struck Dr. Theodore West of the Davis Medical School as “pleasant, mature . . . tall and strong and Teutonic in appearance . . . , a believer in personal health and fitness; he is careful about his diet and vices, runs every day and is generally interested in improving his actuarial statistics.” But another admissions officer thought him “humorless” and “zealous,” like a “character out of a Bergman film.” Bakke was never especially wealthy or advantaged. His was a storybook life of middle-class virtue. His father was a mailman, his mother a teacher. Bakke himself attended the University of Minnesota, majored in mechanical engineering, and earned just under a straight A average. To help finance his education, he joined the Naval Reserve Officers Training Corp., then fought after graduation as a Marine captain in Vietnam.
Karolyn Tyson
- Published in print:
- 2013
- Published Online:
- September 2013
- ISBN:
- 9780199982981
- eISBN:
- 9780199346219
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199982981.003.0012
- Subject:
- Sociology, Education
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 ...
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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.Less
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.
Roy Armes
- Published in print:
- 2006
- Published Online:
- September 2012
- ISBN:
- 9780748621231
- eISBN:
- 9780748670789
- Item type:
- chapter
- Publisher:
- Edinburgh University Press
- DOI:
- 10.3366/edinburgh/9780748621231.003.0012
- Subject:
- Film, Television and Radio, Film
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 ...
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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.Less
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.
Finn Brunton and Helen Nissenbaum
- Published in print:
- 2015
- Published Online:
- September 2016
- ISBN:
- 9780262029735
- eISBN:
- 9780262331319
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262029735.003.0003
- Subject:
- Information Science, Information Science
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 ...
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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.Less
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.
Karen Throsby
- Published in print:
- 2016
- Published Online:
- January 2017
- ISBN:
- 9780719099625
- eISBN:
- 9781526114976
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719099625.003.0005
- Subject:
- Anthropology, Social and Cultural Anthropology
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 ...
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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.Less
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.
Linnda R. Caporael, James R. Griesemer, and William C. Wimsatt (eds)
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780262019552
- eISBN:
- 9780262314787
- Item type:
- book
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262019552.001.0001
- Subject:
- Biology, Evolutionary Biology / Genetics
“Scaffolding” is a concept that is becoming widely used across disciplines. This book investigates common threads in diverse applications of scaffolding, including theoretical biology, cognitive ...
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“Scaffolding” is a concept that is becoming widely used across disciplines. This book investigates common threads in diverse applications of scaffolding, including theoretical biology, cognitive science, social theory, science and technology studies, and human development. Despite its widespread use, the concept of scaffolding is often given short shrift; the contributors to this volume, from a range of disciplines, offer a more fully developed analysis of scaffolding that highlights the role of temporal and temporary resources in development, broadly conceived, across concepts of culture, cognition, and evolution. The book emphasizes reproduction, repeated assembly of functional groups, and entrenchment of heterogeneous relations, parts, and processes as a complement to neo-Darwinism in the developmentalist tradition of conceptualizing evolutionary change. After describing an integration of theoretical perspectives that can accommodate different levels of analysis and connect various methodologies, the book discusses multilevel organization; differences (and reciprocality) between individuals and institutions as units of analysis; and perspectives on development that span brains, careers, corporations, and cultural cycles.Less
“Scaffolding” is a concept that is becoming widely used across disciplines. This book investigates common threads in diverse applications of scaffolding, including theoretical biology, cognitive science, social theory, science and technology studies, and human development. Despite its widespread use, the concept of scaffolding is often given short shrift; the contributors to this volume, from a range of disciplines, offer a more fully developed analysis of scaffolding that highlights the role of temporal and temporary resources in development, broadly conceived, across concepts of culture, cognition, and evolution. The book emphasizes reproduction, repeated assembly of functional groups, and entrenchment of heterogeneous relations, parts, and processes as a complement to neo-Darwinism in the developmentalist tradition of conceptualizing evolutionary change. After describing an integration of theoretical perspectives that can accommodate different levels of analysis and connect various methodologies, the book discusses multilevel organization; differences (and reciprocality) between individuals and institutions as units of analysis; and perspectives on development that span brains, careers, corporations, and cultural cycles.
James R. Griesemer
- Published in print:
- 2013
- Published Online:
- May 2014
- ISBN:
- 9780262019552
- eISBN:
- 9780262314787
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262019552.003.0002
- Subject:
- Biology, Evolutionary Biology / Genetics
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 ...
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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.Less
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.
Eric A. Hanushek and Ludger Woessmann
- Published in print:
- 2015
- Published Online:
- September 2015
- ISBN:
- 9780262029179
- eISBN:
- 9780262329170
- Item type:
- chapter
- Publisher:
- The MIT Press
- DOI:
- 10.7551/mitpress/9780262029179.003.0008
- Subject:
- Economics and Finance, Development, Growth, and Environmental
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 ...
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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.Less
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.
Joshua Takano Chambers-Letson
- Published in print:
- 2013
- Published Online:
- March 2016
- ISBN:
- 9780814738399
- eISBN:
- 9780814745250
- Item type:
- chapter
- Publisher:
- NYU Press
- DOI:
- 10.18574/nyu/9780814738399.003.0006
- Subject:
- Society and Culture, Asian Studies
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 ...
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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.”Less
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.”
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0001
- Subject:
- Sociology, Race and Ethnicity
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0002
- Subject:
- Sociology, Race and Ethnicity
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0003
- Subject:
- Sociology, Race and Ethnicity
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0004
- Subject:
- Sociology, Race and Ethnicity
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0005
- Subject:
- Sociology, Race and Ethnicity
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 ...
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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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0006
- Subject:
- Sociology, Race and Ethnicity
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,” ...
More
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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0007
- Subject:
- Sociology, Race and Ethnicity
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’ ...
More
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.Less
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.
Gilda L. Ochoa
- Published in print:
- 2013
- Published Online:
- August 2015
- ISBN:
- 9780816687398
- eISBN:
- 9781452948898
- Item type:
- chapter
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816687398.003.0008
- Subject:
- Sociology, Race and Ethnicity
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 ...
More
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.Less
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.
