The Central Role of Philosophy in a Study of Community Dialogues

The project we highlight in this article stems from our philosophical work on moral disagreements that appear to be—and sometimes are—intractable. Deliberative democratic theorists tout the merits of dialogue as an effective way to bridge differences of values and opinion, ideally resulting in agreement, or perhaps more often resulting in greater mutual understanding. Could dialogue mitigate disagreements about a controversial education policy such as affirmative action? Could it foster greater understanding? We conceived of a project that would simultaneously fulfill two goals that we had as philosophers, education researchers, and aspiring public intellectuals. First, it would allow us to use philosophy in research, grounding our mixed methods research in a philosophically informed framework. The tools and analytic techniques that are particular to philosophers felt uniquely suited for an empirical study concerning political theory. Second, we aimed to use philosophy in the community. We were able to put our own expertise in philosophy and race-conscious education policy to good use by purposefully creating opportunities for diverse community members in our larger metropolitan area to engage in dialogue and deliberation with each other over the issue of affirmative action

The Testing Culture and the Persistence of High Stakes Testing Reforms

The purposes of this critical analysis are to clarify why high stakes testing reforms have become so prevalent in the United States and to explain the connection between current federal and state emphases on standardized testing reforms and educational opportunities. The article outlines the policy context for high stakes examinations, as well as the ideas of testing and accountability as major tenets of current education reform and policy. In partial explanation of the widespread acceptance and use of standardized tests in the United States, we argue that there is a pervasive testing culture, in addition to other contributing factors such as administrative utility, profit motives, and political ideology. Finally, we offer a critique of high stakes testing reforms in light of concerns about equality of educational opportunity

Ideais Contestados: entendendo as divergências morais sobre política educacional

No dia 23 de junho de 2003, a Suprema Corte dos Estados Unidos decidiu que a consideração de raça e etnia na seleção de alunos para as universidades é constitucional'. Seria de se esperar que, após essa decisão, os campos adversários no debate sobre a ação afirmativa dariam sua disputa por encerrada. Mas não foi isso que aconteceu. As decisões sobre os dois casos da Universidade de Michigan não encerraram o intenso conflito moral e político sobre a ação afirmativa. Na verdade, a principal estratégia dos adversários mudou: deixaram de lado os processos judiciais e passaram a promover plebiscitos em nível estadual. O debate em tomo do tema é exemplo de uma duradoura divergência de ordem moral que, provoca profundo conflito acerca de ideais como os da igualdade e da liberdade.O objetivo deste trabalho é examinar as raízes políticas e morais de divergências sobre políticas educacionais. Meu argumento é que a compreensão da natureza da divergência moral enriquece a discussão a respeito de controvérsias específicas, ligadas a políticas de tratamento ético dos estudantes. A fim de esclarecer os termos da divergência moral sobre a ação afirmativa, investigo de que forma as principais teorias políticas de justiça, que dominam o debate - a teoria política libertária e a teoria política igualitária - interpretam os ideais morais de igualdade e liberdade. Depois, examino a relação entre a divergência moral e a política educacional, dedicando especial atenção à razão pela qual é importante entender e tratar desse tema

Understanding democratic education policy queerly: Toward a queer democratic framework

The aim of this paper is to bring together concepts and commitments from both liberal and queer theories with the purpose of designing an integrated framework for equity-focused education policy analysis and implementation. In essence, we aim to build a conceptual bridge between queer and liberal democratic theories and to develop what we call a &ldquo;queer democratic framework&rdquo; for policy analysis and implementation. We use the case of the Fair Accurate Inclusive and Respectful Education Act (FAIR) throughout this paper as an exemplar of how queer policy analysis and implementation change the terms of the policy discussion. We argue that as an example of a policy that comes out of liberal democratic theory, FAIR can only go so far. It is symbolic and positive, but cannot reach emancipatory aims in practice without queer analysis and implementation.</p

When Is It Democratically Legitimate to Opt Out of Public Education?

In this essay, Michele Moses and Terri Wilson explore the recent movement to opt out of state tests. They situate this activism within a diverse line of efforts to refuse aspects of public education, asking how to evaluate the democratic legitimacy of different kinds of refusal in public education. Drawing on specific examples of opting out, they point to different ethical principles at stake in conflicts over public education. They pose three sets of questions &mdash; emphasizing reasons, positionality, and consequences &mdash; to help guide local educational leaders, policymakers, and citizens in negotiating difficult cases of refusal in public education. Moses and Wilson conclude that opting out of tests may, under certain conditions, serve the public purposes of education in a democratic society. Although many opt-out activists justify their actions in terms of individual rights, others are concerned with public goals and ideals, including concerns about the narrowing of curriculum, the erosion of teacher authority, and the widening privatization of public education. Yet communicating across and between different interests in this movement remains a challenge, one that points to the need for spaces of democratic deliberation about the aims of education policy. </div

Racial Politics, Resentment, and Affirmative Action: Asian Americans as “Model” College Applicants

This article uses philosophical analysis to clarify the arguments and claims about racial discrimination brought forward in the recent legal challenges to affirmative action in higher education admissions. Affirmative action opponents have argued that elite institutions of higher education are using negative action against Asian American applicants, so they can admit other students of color instead by using race-conscious affirmative action. We examined the surrounding controversy, while positing that the portrayal of Asian Americans as a model minority in this debate foments a politics of resentment that divides racial groups. Our analysis centered on how key concepts such as racial discrimination and diversity may be central to this politics of resentment. Given persistent threats to access and equity in higher education, it is important to gain conceptual clarity about the racial politics of anti-affirmative action efforts

Law and Order in School and Society: How Discipline and Policing Policies Harm Students of Color, and What We Can Do About It

Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive ways. This policy report centers on questions of race and disparate racial impacts. The authors draw from critical race theory (CRT) to redirect how educators might talk more productively about students’ social contexts, violence, and school discipline. They also explore how CRT might help educators consider how attempts to achieve “law and order” unfairly target students of color with a systemic form of violence that harms their ability to secure equitable, just schooling and social opportunity. The report ends with recommendations for shifting state and local policy to better reflect research evidence on the best approaches to keeping all children safe as they make their way through schools and society. A focus on state and local action becomes critical under the current federal civil rights and education policy context

Rhodium(II) Proximity-Labeling Identifies a Novel Target Site on STAT3 for Inhibitors with Potent Anti-Leukemia Activity

Nearly 40 % of children with acute myeloid leukemia (AML) suffer relapse arising from chemoresistance, often involving upregulation of the oncoprotein STAT3 (signal transducer and activator of transcription 3). Herein, rhodium(II)-catalyzed, proximity-driven modification identifies the STAT3 coiled-coil domain (CCD) as a novel ligand-binding site, and we describe a new naphthalene sulfonamide inhibitor that targets the CCD, blocks STAT3 function, and halts its disease-promoting effects in vitro, in tumor growth models, and in a leukemia mouse model, validating this new therapeutic target for resistant AML

Enhanced methods for unbiased deep sequencing of Lassa and Ebola RNA viruses from clinical and biological samples

We have developed a robust RNA sequencing method for generating complete de novo assemblies with intra-host variant calls of Lassa and Ebola virus genomes in clinical and biological samples. Our method uses targeted RNase H-based digestion to remove contaminating poly(rA) carrier and ribosomal RNA. This depletion step improves both the quality of data and quantity of informative reads in unbiased total RNA sequencing libraries. We have also developed a hybrid-selection protocol to further enrich the viral content of sequencing libraries. These protocols have enabled rapid deep sequencing of both Lassa and Ebola virus and are broadly applicable to other viral genomics studies. Electronic supplementary material The online version of this article (doi:10.1186/s13059-014-0519-7) contains supplementary material, which is available to authorized users

Enhanced axonal response of mitochondria to demyelination offers neuroprotection:implications for multiple sclerosis

Axonal loss is the key pathological substrate of neurological disability in demyelinating disorders, including multiple sclerosis (MS). However, the consequences of demyelination on neuronal and axonal biology are poorly understood. The abundance of mitochondria in demyelinated axons in MS raises the possibility that increased mitochondrial content serves as a compensatory response to demyelination. Here, we show that upon demyelination mitochondria move from the neuronal cell body to the demyelinated axon, increasing axonal mitochondrial content, which we term the axonal response of mitochondria to demyelination (ARMD). However, following demyelination axons degenerate before the homeostatic ARMD reaches its peak. Enhancement of ARMD, by targeting mitochondrial biogenesis and mitochondrial transport from the cell body to axon, protects acutely demyelinated axons from degeneration. To determine the relevance of ARMD to disease state, we examined MS autopsy tissue and found a positive correlation between mitochondrial content in demyelinated dorsal column axons and cytochrome c oxidase (complex IV) deficiency in dorsal root ganglia (DRG) neuronal cell bodies. We experimentally demyelinated DRG neuron-specific complex IV deficient mice, as established disease models do not recapitulate complex IV deficiency in neurons, and found that these mice are able to demonstrate ARMD, despite the mitochondrial perturbation. Enhancement of mitochondrial dynamics in complex IV deficient neurons protects the axon upon demyelination. Consequently, increased mobilisation of mitochondria from the neuronal cell body to the axon is a novel neuroprotective strategy for the vulnerable, acutely demyelinated axon. We propose that promoting ARMD is likely to be a crucial preceding step for implementing potential regenerative strategies for demyelinating disorders.</p