Educational administration as a disciplinary practice: Appropriating Foucault\u27s view of power, discourse, and method

This article discusses the relevance of Foucault\u27s work to the field of educational administration. It argues for Foucault\u27s concept of disciplinary practice as a powerful new generative metaphor for the field. A major implication of Foucault\u27s view of power is that educational practices that may appear more democratic, participatory, or progressive may in fact constitute forms of disciplinary power and thus result in more effective technologies of control. The authors argue that regardless of which techniques of administration are used, the effects of disciplinary power cannot be escaped. No educational practices are inherently more empowering than others. They further discuss how disciplinary power operates through discourse practices, which, according to Foucault, link knowledge and power Discourses shape administrative practices, and administrative practices produce discourses. Finally, the authors discuss how Foucault\u27s methodology (genealogy) can be used to determine why some discourses have prevailed over others in the field of educational administration

Learning to Teach for Social Justice: Context and Progressivism at Bank Street in the 1930’s

This is a historical case study of the role of contexts in the education of progressive teachers and learning to advance social justice through teaching. The case focuses on how progressive education, progressive schools, and progressive ideas in the US, primarily during the 1930’s influenced a very distinctive program, The Cooperative School for Teachers, which became Bank Street College of Education, in New York City. And in turn how this program came to influence what progressive teacher education could be about. This paper addresses how students at Bank Street developed a sense of relationship between the need to understand and influence the social context of their future students and how to foster and advance social justice. Bank Street’s approach to teacher preparation framed how progressive teachers should be prepared by offering models for how teacher education can help teacher candidates learn about contexts different from their own and connect the micro context of the classroom to address social challenges and inequities

Leadership for Social Justice: Authentic Participation in the Case of a Community Center in Caracas, Venezuela

This is a case study of a leader who fosters authentic participation for advancing social justice in an urban community center in Caracas, Venezuela, located in the midst of poverty, marginality, and social and economic alienation. This educational space enables the local community to control the destiny of their own institution. Learning from this case, we argue that urban educational transformation might succeed in terms of practicing social justice, if leadership facilitates and creates urban sanctuaries by working with the communities and not on the communities; fosters an organizational structure that is flexible and democratic; and creates a safe (trusting) environment where the local community is engaged in authentic participation

The Constitution of Bilingual/ESL Education as a Disciplinary Practice: Genealogical Explorations

This article provides a cultural and political critique of the constitution of bilingual/English-as-a-second-language (ESL) education as a disciplinary practice in the case of New Mexico. Using genealogy and postcolonial, post-structural, and critical frameworks, this article claims that the directions advanced by the Chicano/Chicana movement were lost. Instead, what emerged was a field that nurtured a mix of symbolic colonization and docilization through the construction of a settlement that controls thought and behavior, perpetuating misrecognition in a Bourdieuian sense. Illusion, collusion, and delusion have enabled the dominance of psycholinguistic approaches. Problematizing the constitution of bilingual/ESL education within a cultural and political sphere could foster an emancipatory education for marginalized students

Pigs and Packers

This study presents us with a number of issues that add complexity to the taken-for-granted practices of teaching immigrant children in the US. Furthermore, by contextualizing the events and dialogs within the larger contexts and contradictory discourses of the purposes of schooling vis-à-vis the globalizing dimension of ethnoscapes, the debate forces us to engage in theorizing within the discourses of correspondence (reproduction), resistance, agency, and hope. In what follows we engage in conversation where we each take turns interrogating, problematizing, and playing the role of the provocateur in order to elicit dialog among us and to advance the tremendous ideas put forth in Pigs and Packers

Identification and functional analyses of CBS alleles in Spanish and Argentinian homocystinuric patients

Homocystinuria due to CBS deficiency is a rare autosomal recessive disorder characterized by elevated plasma levels of homocysteine (Hcy) and methionine (Met). Here we present the analysis of 22 unrelated patients of different geographical origins, mainly Spanish and Argentinian. Twenty-two different mutations were found, 10 of which were novel. Five new mutations were missense and five were deletions of different sizes, including a 794-bp deletion (c.532-37-736 + 438del794) detected by Southern blot analysis. To assess the pathogenicity of these mutations, seven were expressed heterologously in Escherichia coli and their enzyme activities were assayed in vitro, in the absence and presence of the CBS activators PLP and SAM. The presence of the mutant proteins was confirmed by Western blotting. Mutations p.M173del, p.I278S, p.D281N, and p.D321V showed null activity in all conditions tested, whereas mutations p.49L, p.P200L and p.A446S retained different degrees of activity and response to stimulation. Finally, a minigene strategy allowed us to demonstrate the pathogenicity of an 8-bp intronic deletion, which led to the skipping of exon 6. In general, frameshifting deletions correlated with a more severe phenotype, consistent with the concept that missense mutations may recover enzymatic activity under certain conditions. © 2011 Wiley-Liss, Inc.Fil: Cozar, Mónica. Universidad de Barcelona; EspañaFil: Urreizti, Roser. Universidad de Barcelona; EspañaFil: Vilarinho, Laura. Instituto de Genética Médica Jacinto Magalhaes; PortugalFil: Grosso, Carola. Universidad Nacional de Córdoba. Facultad de Medicina. Centro de Estudios de las Metabolopatías Congénitas; ArgentinaFil: Dodelson de Kremer, Raquel. Universidad Nacional de Córdoba. Facultad de Medicina. Centro de Estudios de las Metabolopatías Congénitas; ArgentinaFil: Asteggiano, Carla Gabriela. Gobierno de la Provincia de Córdoba. Ministerio de Salud. Hospital de Niños de la Santísima Trinidad; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Dalmau, Jaime. Hospital Infantil La Fe; EspañaFil: García, Ana María. Hospital Infantil La Fe; EspañaFil: Vilaseca, María Antonia. Hospital Sant Joan de De ́u; EspañaFil: Grinberg Vaisman, Daniel Raúl. Universidad de Barcelona; EspañaFil: Balcells, Susana. Universidad de Barcelona; Españ

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

The 2022 symposium on dementia and brain aging in low‐ and middle‐income countries: Highlights on research, diagnosis, care, and impact

Two of every three persons living with dementia reside in low‐ and middle‐income countries (LMICs). The projected increase in global dementia rates is expected to affect LMICs disproportionately. However, the majority of global dementia care costs occur in high‐income countries (HICs), with dementia research predominantly focusing on HICs. This imbalance necessitates LMIC‐focused research to ensure that characterization of dementia accurately reflects the involvement and specificities of diverse populations. Development of effective preventive, diagnostic, and therapeutic approaches for dementia in LMICs requires targeted, personalized, and harmonized efforts. Our article represents timely discussions at the 2022 Symposium on Dementia and Brain Aging in LMICs that identified the foremost opportunities to advance dementia research, differential diagnosis, use of neuropsychometric tools, awareness, and treatment options. We highlight key topics discussed at the meeting and provide future recommendations to foster a more equitable landscape for dementia prevention, diagnosis, care, policy, and management in LMICs. Highlights: Two‐thirds of persons with dementia live in LMICs, yet research and costs are skewed toward HICs. LMICs expect dementia prevalence to more than double, accompanied by socioeconomic disparities. The 2022 Symposium on Dementia in LMICs addressed advances in research, diagnosis, prevention, and policy. The Nairobi Declaration urges global action to enhance dementia outcomes in LMICs

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world