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Predictors of student academic success do not always replicate well across different learning designs, subject areas, or educational institutions. This suggests that characteristics of a particular discipline and learning design have to be carefully considered when creating predictive models in order to scale up learning analytics. This study aimed to examine if and to what extent frequently used predictors of study success are portable across a homogenous set of courses. The research was conducted in an integrated blended problem-based curriculum with trace data (n = 2,385 students) from 50 different course offerings across four academic years. We applied the statistical method of single paper meta-analysis to combine correlations of several indicators with students' success. Total activity and the forum indicators exhibited the highest prediction intervals, where the former represented proxies of the overall engagement with online tasks, and the latter with online collaborative learning activities. Indicators of lecture reading (frequency of lecture view) showed statistically insignificant prediction intervals and, therefore, are less likely to be portable across course offerings. The findings show moderate amounts of variability both within iterations of the same course and across courses. The results suggest that the use of the meta-analytic statistical method for the examination of study success indicators across courses with similar learning design and subject area can offer valuable quantitative means for the identification of predictors that reasonably well replicate and consequently can be reliably portable in the future. [ABSTRACT FROM AUTHOR]

This paper examines the historical background of the Assumption Sisters of Eldoret (ASE), its Charism and apostolate and the secondary schools run by the ASE. It seeks to understand how the Sisters deal with discipline and performance in their schools. The paper also looks at the role of ASE in the management of the schools especially in financing, staff development and checking the facilities, how they handle the challenges facing the secondary schools that are run by the Sisters. The paper concludes and gives a way forward on how to improve the running of the schools run by the Assumption Sisters of Eldoret. [ABSTRACT FROM AUTHOR]

Inter-disciplinarity and bridging disciplinary boundaries is a practice that scholars often strive for within higher education research. Kinesiology encompasses many aspects such as physical activity, physical education and community. In this article, the two fields of leisure studies and physical education are analyzed as a means to argue that these fields have overlapping messages that are currently being missed within scholarship. Using the theory of boundary crossing, this paper will argue that as a result of missing these current messages, we are at risk of disconnecting education from the social context of leisure. As a result of such analysis, this paper presents conclusions on ways in which research and practice can seek to strengthen the connection between these contexts and open new lines of enquiry that would be fruitful to explore. [ABSTRACT FROM AUTHOR]

Globally climate change (CC) is scarcely addressed in school curricula, and school graduates are mostly uneducated about climate change. The purpose of this paper is to make a case for conceptualising CC as a discipline, and to further argue why CC should be included in school curricula as a disciplinary-subject. An initial examination of CC in curricula globally reveals that the main approach for including CC in the curriculum is the cross-curriculum approach. The problems associated with this approach are discussed in regard to the challenges posed to the integrity of the CC body of knowledge, and to the teaching and learning. The paper continues to build a case for conceptualising CC as a discipline in its own right. It explains the notions of: disciplines, subjects, and disciplinary-subjects. Further, it describes the disciplinary characteristics of CC, and the benefits of including CC in the curriculum as a disciplinary-subject. However, curricular resistance issues are identified and discussed. These resistances are addressed by considering evidence derived from curriculum theory, cognitive psychology and philosophy of science for supporting the inclusion of a CC disciplinary-subject. Finally, the challenges in establishing a CC disciplinary-subject are discussed. The paper concludes by considering implications for further research. [ABSTRACT FROM AUTHOR]

An editorial is presented on the role of practice in doctoral degrees considering the purpose of doctoral education. Topics include provider of doctoral education and universities having the main influence on doctoral curricula and pedagogy; covering knowledge, policy, and practice in the area of ‘practice in doctoral degrees' covering a range of countries and in different forms of doctorate and discipline.

Based on ethnographic research carried out during the 2022 Covid-19 surge in southern China, this paper examines the roll-out of a contact-tracing tool called the Time-Space Companion project. The project exemplifies a state effort to incorporate data-driven surveillance technology into the public health apparatus during the coronavirus outbreak. By exploring the definition, identification, and management of Time-Space Companions, the paper shows that the project was used to discipline Chinese citizens and shift public health responsibilities onto them by transforming daily life into sites of public health regulation, discipline, and criminalization. The project also exemplified an on-going state effort to leverage surveillance technologies for the purposes of social management. The paper draws attention to the social repercussions that resulted when technology offered a tempting tool to enhance the infrastructural and despotic powers of mundane state actors. [ABSTRACT FROM AUTHOR]

Widespread neoliberal approaches to education consider schools increasingly accountable for self-management and 'client' recruitment, encapsulating economic ideologies that assume privatisation is essential for social progress. With an ever-shifting landscape of market-driven policies and the increasing growth of private education settings, more research is needed to cast light on emerging or under-researched aspects of autonomous schools. Located within a U.S. state that has strict constraints on tax subsidies for religious K-12 education, this paper investigates how an extensive form of decentralisation corresponds with schools' discipline and ethical environment. It analyses teacher interviews and web documents from faith-based, autonomous schools in a state that has devolved power and authority for decision-making to parents and other independent 'agents', having a distanced relationship with its nonstate 'actors'. The paper follows Foucault's use of the metaphor of the panopticon and adopts his power analysis to examine the nature of parental control and its influence on disciplinary and ethical practices. Evidence suggests that these autonomous schools are driven by a 'mini-public' ideology that constrains educators' autonomy and generates particular disciplinary norms; entangling ethical, educational, and social ramifications, including teacher resistance and teacher demoralisation. Implications for policy are discussed in this context of control. [ABSTRACT FROM AUTHOR]

The majority of the Catholic schools under the leadership of their respective Congregations are aimed at transforming the surrounding society by conveying holistic education. The Evangelising Sisters of Mary is one of the Catholic Institutes running different schools among the less advantaged people in the society. This paper explains how the Missionary Congregation of the Evangelising Sisters of Mary carries out its education mission in regard to its charism in the church and society. It gives a brief historical background of their foundation and their founders as it expounds on how they manage the whole idea of running schools, financing the schools, maintain discipline, raising academic performance and handling challenges facing the management of the secondary schools under its care. [ABSTRACT FROM AUTHOR]

Humility, in a variety of forms, has been examined in educational contexts in recent years. However, its association with a particular pedagogical method remains an unexplored area of inquiry. Likewise, social justice and student voice are a concern in international education arenas, including in higher education, but are not usually connected to virtue acquisition or demonstration. The student voice for social justice (SVSJ) pedagogical method, based on the framework of Nancy Fraser, seeks to aid practitioners in higher education to ensure that social justice and student voice, mediated by notions of humility, are at the forefront of higher education practices across disciplines. This is accomplished by creating spaces for students' active participation and voice in course content development and classroom learning. In this paper, we expand philosophical explorations of intellectual humility (IH) and cultural humility (CH) as virtues that mediate teaching and learning practices and interactions in classrooms during SVSJ implementation. This ensures that each student is recognised as an important knowledge holder and that diverse ways of knowing, knowledge systems and cultural traditions are valued in higher education teaching and learning spaces. [ABSTRACT FROM AUTHOR]

This paper examines how activists negotiate tensions in disciplining offenders who transgress norms in prefigurative politics. Through the disciplinary process of calling-out, activists negotiate a key tension between building a community that is extensive and inclusive or intensive and exclusive for its members. Derived from consciousness raising groups in New Left activism, call-outs are a rhetorical tactic that expose oppressive acts in etiquette, action, or procedure. This tactic, used in physical and virtual space, is a form of normative discipline where challengers, offenders, and any third parties negotiate between reintegrating the accused or expelling them from the spaces. Drawing on in-depth interviews with queer activists and allies in Austin, TX, a city with deep New Left activist legacies, this paper illuminates how offenders react to call-outs and how these responses shape whether the process leads to a redemptive, purgative, or dialogic resolution. From passive acceptance, belligerence, and dialogic dispute, different modes of the call-out enable and constrain how challengers, offenders, and third parties can negotiate a resolution to these transgressions. Call-outs nevertheless risk creating sectarian dynamics when they are used to berate, eliminate dialogue, and fracture groups by weaponizing identities. By drawing on Gorski's theory of discipline, this paper contributes to the study of the disciplinary practices of prefiguration. In doing so, it explores tensions internal to movements between leniency and stringency, inclusion and exclusion. [ABSTRACT FROM AUTHOR]

This paper takes Wolman et al.'s 2022 assessment of the "state of urban research" in the Journal of Urban Affairs as its point of departure. While acknowledging the insights produced out of these reviews of the "urban" elements of five disciplines, we question their framing and to what the collection as a whole ultimately amounts. Of course, stock taking intellectual exercises of this sort are, almost by design, partial and selective. Moreover, this is not the first (and likely it will not be the last) of its kind both in the Journal of Urban Affairs and in other urban-facing journals. In the spirit of a sympathetic critique, we highlight three issues we argue might frame any future attempts to represent "the state of urban research": those of disciplinary partiality, geographical partiality, and citational absences. [ABSTRACT FROM AUTHOR]

In our paper, we aim to give an overview about the emergence and evolvement of the history of education in Hungary. Nevertheless, we intend to surpass the traditional approach of giving a schematic description of these processes as we would like to depict the interconnectedness of the Hungarian history of education with the European research tendencies and the thematic variety of the Hungarian research activities. We used literature analysis, historical source analysis and descriptive statistical analysis as primary methods. Within Hungary, we pay special attention to the University of Budapest but we also reflect special peculiarities regarding the other full universities in the country. The Hungarian history of education followed the pathway of the German-speaking countries regarding the approach and the function until 1948. History of education had a self-legitimising role in the emerging national education system and modernised university environment; however, this characteristic feature did not exclude the incorporation of international research approaches. This function was slightly altered in the interwar period since leading researchers of the subfield contributed to maintaining the ideological coherence of the political structure. During the socialist period, researchers were expected to follow the directives of their Soviet colleagues; however, in the 1970s the homogeneity in themes and research approaches began loosening. As the result of the political regime change in 1989/1990, Hungarian research was given an opportunity to be integrated into the European exchange of ideas and implement research approaches prevalent in Western countries. [ABSTRACT FROM AUTHOR]

Since the end of 2021, the concept of “metaverse” has received widespread attention in academic field. Movie sector has long been exploring it prospectively and presenting it innovatively, resulting in the production of metaverse-themed movies. This type of movie has practical significance for the future metaverse thesis. “Character” is an important narrative sign of film composition. This paper starts with several meta-cosmic films, divides the types of characters in meta-cosmic films according to Foucault's theory of spatial power, and analyses their prototype indexes and formation reasons from the constitutive factors of the power relationship, thus explores the power relationship of various types of characters in the metaverse-themed films. [ABSTRACT FROM AUTHOR]

This study utilized textual analysis to investigate 27 articles published by Japanese scholars from various disciplines regarding constructivist approaches. The results found that many of the collected articles in this study reported the need for and effectiveness of a constructivist approach in language, STEM, and social sciences education. The most popular topic found in the collected articles related to English language classrooms with 13 of the 27 articles discussing English language classrooms. Only 11 of the 27 articles reported the actual implementation of a constructivist approach, while the other 16 were theoretical papers that asserted the need for and effectiveness of constructivism. These results indicate that constructivist approaches in Japan are still an underdeveloped area. Japanese educators will be required to spend further time and effort to actually implement the approach, especially in STEM and social studies classrooms. [ABSTRACT FROM AUTHOR]

This paper provides an exploration of a non-hierarchical model of discipline observed in one Secondary School in the North-East of England, that employed the whole-school use of Restorative Practice enhanced by vertically structured Coaching Groups. This model supported a school community characterised by working restoratively with others to achieve an environment of high challenge-high support (Wachtel, 2013). Drawing on an original evaluation of Embedding Restorative Practice in Schools (Warin & Hibbin, 2020), the ‘Distributed Network of Relational Accountability’ (Hibbin & Warin, 2021) that this school created was based on relationship over authority and collective accounts of responsibility over individualised notions of blame. This model is described and unpacked, to understand how such a relationship-centred approach to behaviour that disrupts traditional ways of engaging with discipline in school, can be implemented and sustained over time. Key themes in relation to the modelling and practice of pro-social skills within the context of Coaching, and the democratization of the disciplinary system through discernment and knowing the child, are explored. It is suggested that such practice that is based on notions of Relational Responsibility (McNamee & Gergen, 1999) alongside a whole school ethos of care (Warin, 2017) fosters commitment, pro-social ability and ultimately leads to more democratic versions of Restorative Practice. In addition, it supplies both students and teachers with important opportunities for community building and disclosure, through exposure to diversity within the secure family base of the Coaching Group. [ABSTRACT FROM AUTHOR]

Over the last several decades, "zero-tolerance" policies have been implemented by federal, state, and local educational systems, which have altered the culture of learning. A consequence of this "tough on education" culture is what some scholars have called the "school-to-prison-pipeline" which disproportionately impacts students of color. By using a national representative sample of Latinx students from the National Center for Education Statistics' (NCES) High School Longitudinal Study (HSLS), and intersectionality as a theoretical framework, this paper examines the relative impact of parent-level variables, student-level variables, and key demographics on in-school suspension. That relationship is further interrogated separately for Latinx students below and above the Federal poverty line. Findings indicate that Latinx males living in poverty and Latinx students who are above the poverty line, who attend public schools, are more likely to receive in-school suspension. This suggests that structural inequities of discriminatory practices might play a larger role in secondary schools' disciplinary procedures. [ABSTRACT FROM AUTHOR]

Restorative Justice (RJ) is an educational "innovation" introduced into school communities as a counter approach to traditional punitive discipline practices. In this paper, we provide a critical examination of RJ in education by naming common pitfalls to RJ implementation in schools and providing four transformational cultural shifts schools might make to actualize an RJ model that challenges traditional notions of power, pays homage to culturally grounded traditions, and empowers youth to lead the way. [ABSTRACT FROM AUTHOR]

Root Cause Analysis (RCA) has been recommended as a specific problem-solving approach for addressing disproportionate discipline outcomes. RCA differs from other problem-solving models through its in-depth analysis that draws from the perspectives of individuals who are impacted by the issue being addressed. When applied to disproportionate discipline, this means that RCA would include perspectives from all school staff, as well as students and families who are over-represented in discipline outcomes. This paper describes an approach to conducting RCA and presents two case studies that illustrate what stakeholders may gain by incorporating RCA into a school's efforts to increase disciplinary equity. Suggestions for first steps school teams can take to conduct a root cause analysis will be provided. [ABSTRACT FROM AUTHOR]

While suspension continues to be a common response to student misbehavior in schools, evidence mounts for its ineffective and counterproductive results. Moreover, as the use of suspension increases, there is a tendency for it to be disproportionately applied to students of color and those with disabilities. Realizing that not all students are equally at-risk for suspension, the role of implicit bias in schools is a necessary consideration for all. The purpose of this paper is to consider the teacher's role in minimizing the need for suspension by creating student success in the classroom and to present a conceptual framework for both the problem and a potential solution. [ABSTRACT FROM AUTHOR]

In this paper, I argue that history is a large-scale transmedia project that is not understood as such, and this causes friction when history is engaged with through media in which historical research is not usually presented. To do this, I go through Henry Jenkins' ten-step definition of transmedia and argue that history matches the definition very well. This transmedia discussion brings forth the concept of 'world-building', in which narrative is superseded by world-building as the all-encompassing concept and as the beginning point of analysis. In the analysis, history (as a product of historiography) is treated as phenomenon instead of a discipline and compared to other forms of transmedia world-building. [ABSTRACT FROM AUTHOR]

Our aim in this commentary is to challenge one of the claims made by interdisciplinarity advocates: that disciplines are silos and, as such, hinder cross-disciplinary knowledge exchange. This claim is a central feature in interdisciplinarity advocates' rationale for promoting structural changes across universities and reallocating resources toward interdisciplinary research units and training programmes. We use citation practices to demonstrate that cross disciplinary communication occurs despite claims otherwise. Considering the overwhelming amount of data generated by bibliometric studies, we argue that knowledge exchange across disciplines is too large to be ignored and that the silo thesis should be re-examined. The longitudinal perspective adopted by bibliometricians also shows that cross-disciplinary communication is far from being a new trend, but to the contrary is a well-established practice among academic communities. We begin our commentary by briefly reviewing three widespread assumptions underpinning pro-interdisciplinary arguments: (1) disciplines' specialization hinders cross-disciplinary communication; (2) disciplines shun away from addressing real world problems; (3) disciplines are self-centred entities primarily competing for academic authority. We conclude our commentary by suggesting that a better understanding of the benefits and limits of interdisciplinarity requires moving away from broad statements about the alleged insularity of disciplines and openness of interdisciplinarity. [ABSTRACT FROM AUTHOR]

Racial disproportionality in school discipline has always been a threat to equitable education in the United States. This introduction to the special issue provides an overview of the topic and describes the articles and their potential contribution to improving equity in school discipline. [ABSTRACT FROM AUTHOR]

This paper examines the role of interactive metadiscourse in a representative corpus of digitalised, open access social science empirical research articles from the Economics and Law disciplines. Both distributional and functional analyses of interactive metadiscourse resources support a continuum of qualitative and quantitative empirical research analysis methods as necessary to regulate mechanisms for discipline- and culture-oriented knowledge practices in the genre. This study aims to provide a greater understanding of metadiscourse in this incrementally digitalised form of scholarly writing. [ABSTRACT FROM AUTHOR]

There is considerable variability across people in their punitive responses to employee offenses in the workplace. We attempt to explain this variability by positing a novel antecedent of punishment: moral recognition. We find consistent evidence that identifying moral considerations and implications for workplace offenses predicts punitive responses toward employees who commit those offenses. Drawing on functional theoretical accounts of morality and punishment, we posit that people are motivated to punish others to the extent that they believe a moral offense has been committed, because much of what it means to commit a moral offense (as opposed to a non-moral offense) is to act in a way that prevents, or inhibits, cooperative behavior to achieve social goals. Punishment can discourage group members from committing those offenses in the future, thereby regulating behavior in a way that facilitates cooperation and social cohesion. We offer correlational and causal evidence that the link between moral recognition and punishment is explained, in part, by participants' beliefs that committing these offenses prevents cooperative behavior to achieve organization-related goals. [ABSTRACT FROM AUTHOR]

Besides Foucault's own focus on liberal contexts, the relatively limited application of his thoughts in illiberal countries may also result from the misunderstanding of power. The traditional juridico-discursive model interprets power as a possession wielded by one group over others, merely functioning as something forbidden. Thus, policy analysts risk falling into the trap of 'naive optimism or pessimism' – by overemphasizing either the secondary adjustment or strict sovereign control. Returning to Foucault's observation of the 'sovereignty–discipline–government society' triangle, this study examines how discipline establishes the linkage between sovereign will and self-government in both (neo)liberal and illiberal nations, aiming to: first, theoretically clarify how modern forms of power in different political systems overlap and co-operate with each other, thus justifying the expansion of Foucault's ideas into illiberal contexts; second, demonstrate the interpenetration of agency and constraints through empirical exploration of Chinese transnational higher education policy enactment, and by so doing to avoid the centralization circle or policy experimentation hypothesis framework; third, highlight the importance of discipline in realizing the 'tricky combination' of totalization and individualization through producing capable subjects for authoritarian objective in modern societies. [ABSTRACT FROM AUTHOR]

This article asks what uniform practices in schools can tell us about how power functions through a comprehensive analysis of the uniform policies of all Scottish state secondary schools (n = 357). Against the backdrop of large-scale shifts from disciplinary societies to ones dominated by 'neoliberal governmentality' identified by Foucault and others, we investigate how these modes of power seem to be entangled in school uniform policies. The analysis reveals the specification of detailed uniform policies that both homogenise, divide and hierarchise the school body, suggesting that disciplinary techniques are alive and well. However, in the justifications that schools provide, we see uniform policies framed not as a tool to enforce discipline, but rather as a technique for pupils to fashion themselves into respectable and employable future adults. We suggest the rise of a 'neoliberal governmentality' has shaped how schools justify their practices of control more than it has shaped the practices themselves. [ABSTRACT FROM AUTHOR]

The work of the eighteenth-century English ecclesiastical courts has received very little scholarly attention when compared with their seventeenth- or nineteenth century counterparts or the eighteenth-century temporal courts. And yet there was significant overlap between the two systems, particularly between the 'disciplinary' work of the ecclesiastical courts and the 'criminal' work of the temporal courts. Using a heuristic of 'weak' legal pluralism, this article examines the work of the ecclesiastical courts and shows that neither system can be understood adequately without reference to the other. [ABSTRACT FROM AUTHOR]

Person centred approaches to rehabilitation are promoted as an ethical means of addressing paternalistic power relations in clinician dominated medical encounters and improving outcomes. However, they fail to account for the complex nature of power. We sought alternative ways to explain the use of power in health service provision. A poststructural discourse analysis using the view of power offered by Michel Foucault was undertaken. Foucault's concept of governmentality is useful to explain the way health services deploy technologies of power to achieve objectives of the state. Governmentality refers to not just political structures but all the strategies and procedures for directing human behaviour. Our investigation uncovered a web of strategic relationships operating that were both potentially productive and problematic and illuminate how client centred approaches in neurorehabilitation intertwines its subjects in strategic power relationships that involve webs of obligations and responsibilities. The client-professional relationship promoted in neurorehabilitation as a moral way to practice can be a tool for mastery of one over the other, and assist the client to achieve their desired ends, but also has the potential to marginalise others who are unable to shape themselves into the desired ideal client. This analysis shows how power is subtle and productive in that it produces knowledge and roles for both clients and practitioners. It demonstrates how neurorehabilitation's disciplinary practices assist the client to achieve their recovery goals. It reveals how certain clients might be marginalised when they cannot shape themselves into the ideal rehabilitation client. As a final point we hope that by being aware of how power works in neurorehabilitation, practitioners can become aware of opportunities for challenging disciplinary practices that do not serve the best interest of the client. [ABSTRACT FROM AUTHOR]

Although political violence has characterized the Zimbabwe body politic from colonial times, state-sponsored political violence escalated from the time of the violent land reform in the early 2000s. The violence has been well documented; however, the possible factors underlying it have not been well reflected on. When the state unleashes violence among its people, who does it think itself to be and what does it believe its role to be? This article attempts to answer this question from a gender theory perspective debating the gender of the state. States have been described as either male or female with gender scholars often concluding that the state is a direct expression of men's interests. This has led to the idea of a 'male state' or a 'sado-state' in the words of Mary Daly (Gyn/Ecology) who assimilated the state to the destructive aspect of male sexuality. Arguing along this line, this article theorises that state-sponsored violence in Zimbabwe is a result of a state that sees itself as the disciplining father who takes a cue from the biblical teachings of 'spare the rod and spoil the child'. The article provides a history of state-sponsored violence in Zimbabwe, considers patriarchy and biblical teachings on disciplining as factors influencing the violence and then calls for a new perspective of the gender of the state for addressing state-sponsored violence in Zimbabwe. [ABSTRACT FROM AUTHOR]

Parents should be able to receive parenting support for their child's behavioral issues that are both easy to access and that align with their values. This qualitative report explores the experiences of twenty-six parents with children between 2 and 4 years old who participated in a brief online attachment-based, trauma-informed parenting study. This report is the qualitative component of an eight-week RCT pilot study that evaluated the efficacy of the Aware Parenting program. The cornerstone of the Aware Parenting approach is a playful approach to discipline. Thematic analysis of semi-structured interviews after participation in a brief Aware Parenting program found three key themes emerge: (1) wanting to be the best parent they could be, (2) reframing child behavior, and (3) a brief program is enough. Overall, participants felt satisfied with a single online session and thought the playful discipline strategies were appropriate, effective, and easy to implement. Parents may benefit from the accessibility of a single-session online parenting program, particularly when opportunities to gather in a face-to-face setting are limited. Recommendations from this study include insight into recruitment, engagement, and retention of participants in future studies on brief online attachment-based parenting programs. This study also highlights the need to explore discipline strategies compatible with attachment-based parent education programs. Participants were willing to implement new parenting strategies despite the approach being different from popular parenting practices and different from what they experienced as children. Participants felt that the playful discipline strategies they learned in the Aware Parenting program were an acceptable approach for improving behavior in young children. A single online session with social media follow-up support increases accessibility for parents who may benefit from attachment-based parenting support. [ABSTRACT FROM AUTHOR]

This article explores the contemporary challenge of contested memorials in civic and liturgical spaces. This exploration arises from an account of the purposes of Christian remembrance and the moral judgements inherent therein, asking how memorial artworks in general function as objects within this formational discipline, and identifying the inherent problems they may pose to contemporary historical and moral reflection. Lastly, the article contends with the particular problems posed by contested memorials, and the extent to which these cannot adequately be solved through a policy of retention. [ABSTRACT FROM AUTHOR]

The use of community supervision in the United States has dramatically increased over the past 40 years. Today, there are 4.5 million individuals on community supervision in the United States, nearly double the incarcerated population. Utilizing data from a two-year exploratory study of reentry experiences, we posit that contrary to its stated purpose of rehabilitation and reintegration, community supervision operates under mechanisms that hinder one's ability to reenter society. Supervision places the formerly incarcerated person within an invisible enclosure that mandates obedience to a system designed to ensure failure. Supervision requirements – reporting requirements, programming, and fees – force the parolee or probationer to decide between their own wellbeing and obedience to the rules. Although some scholars view community supervision as an alternative to incarceration, the reality is that community supervision often serves to delay incarceration rather than serve as an alternative. When situated within a Foucauldian framework, our data illustrates how community supervision is merely an evolution of the carceral apparatus that ignores rehabilitation and serves to perpetuate the carceral continuum. [ABSTRACT FROM AUTHOR]

Dutch-medium schools in Brussels traditionally cater to a Dutch-speaking minority, but they have recently seen a massive influx of pupils with a limited competence in Dutch. In order to face the resulting pedagogical and ideological challenges, many of these schools have intensified their efforts to remain Dutch enclaves in a predominantly Francophone city. In this article we discuss one Dutch-medium secondary school that positions itself as fairly severe in this regard. We will demonstrate, however, that teachers were generally drawn to a more friendly interpretation of their language policy as they reconciled monolingual expectations with multilingual pupils. Thus, although teachers agreed that a severe linguistic stance was important, they formulated various reasons for not adopting this stance relentlessly. And while pupils in principle could earn a ticket for not speaking Dutch, teachers often merely prefigured the possibility of sanctions, ignored the use of other languages to address other pressing matters, and occasionally recruited pupils' other linguistic skills as a pedagogical device – without, however, reneging on their language political stance. We argue that these ambivalent strategies can be usefully explained as the outcome of negotiating dilemmatically related ideological concerns. [ABSTRACT FROM AUTHOR]

Digital distraction has become a prominent concern in the world of education, as evident in the growing trend of banning mobile phones. Since laptops are practically indispensable to contemporary schooling, however, banning these devices remains a rare and controversial response. Far more commonplace is the deployment of classroom rules and policies outlining appropriate uses of information and communication technology (ICT). By way of an empirical example, this article provides two contrasting theoretical analyses of such ICT rules: a critical story inspired by neo-Marxism and a posthumanist story inspired by actor-network theory. In the critical story, teachers use ICT rules to tame unruly students and make them compliant workers. In the posthumanist story, however, students and teachers jointly use ICT rules to tame unruly laptops and domesticate these entities. The article tells these two stories, unpacks their basic assumptions and discusses their implications for the field of educational technology. [ABSTRACT FROM AUTHOR]

Tibetan settlements in India house the largest population of Tibetan exiles and are crucial repositories of Tibetan culture and nationalism in the political struggle for Tibet. The settlements privilege the moral narrative of statelessness as an integral part of the Tibetan struggle. However, given the precarity of land tenure, these settlements are steadily hollowing out, with an increasing number of Tibetans choosing to migrate out of India. In response, the Central Tibetan Administration (CTA) and the Indian government have jointly framed the Tibetan Rehabilitation Policy (TRP) to consolidate the Tibetan population in India. The TRP functions as a disciplinary regime that is delivered through a centralised process for creating secure land tenure for Tibetan settlements, and aims to retain the Tibetans as a stateless population in India. Using three case studies of Tibetan settlements across India, we demonstrate that Tibetans are resisting this moral injunction of statelessness by opting out of the disciplinary logic of the TRP. This resistance includes processes of outmigration and pursuing citizen-like claims in India. These forms of resistance reflect the fragmentation within the exile community over the political value of statelessness, with many Tibetans exploring new ways to imagine their struggle as rooted in citizenship claims. [ABSTRACT FROM AUTHOR]

From the mid-sixteenth century, the prison was increasingly fundamental to social relations and economic life in early modern England. An explosion of civil litigation was accompanied by unprecedented levels of imprisonment for debt, leaving many prisoners reliant upon a growing economy of prison charity. This article addresses the nature of such charity, its role in prison society and what it suggests about early modern attitudes towards imprisonment. It uncovers the range and scale of prison relief, from official aid to everyday begging and face-to-face alms. Charity was vital to prison life, and thus to securing growing credit networks. Yet by extension it was also a vector of moral judgement that left prisoners dependent, subordinated and subject to discipline. This article uncovers assumptions about the function of imprisonment for debt implicit in both practices of and commentaries on prison charity. The moral logic of early modern debt gave new disciplinary meaning to the prison, emphasized by the potential for social judgement inherent in charity. Theories of prisons' punitive and reformative potential emerged to police social relations based on credit, trust and reputation. Thus, the ethical context of credit relations gave prisons new significance as institutions of moral judgement, punishment and rehabilitation. [ABSTRACT FROM AUTHOR]

Engineering Education is rapidly evolving as a discipline. This has given rise to a number of challenges that could potentially limit future developments. More established disciplines have previously encountered similar challenges and have developed a set of practices and structures that can broadly be referred to as 'Open Science' in order to meet these challenges. The purpose of this article is to identify Open Science practices and structures that have the potential to resolve some of the major challenges facing engineering education. Systematic reviews are examined as a suitable benchmarking mechanism and as a potential catalyst for the widespread adoption of Open Science principles within the discipline. Systematic reviews and meta-analyses are presented as essential in synthesizing a rapidly growing body of research. However, their value is dependent on the quality of their execution. A strategic approach to systematic reviews is offered as a viable initial embodiment of Open Science principles and a catalyst for wider integration. The adoption of best practice models developed in other disciplines including pre-registration, open data and explicit protocol reporting have the potential to address the shortcomings identified and ultimately accelerate the development of engineering education as a discipline. [ABSTRACT FROM AUTHOR]

Learning and study strategies and student engagement are key factors in achieving the intended learning outcomes. However, relatively little is known about these two concepts among Egyptian undergraduates as a function of gender (males/females) and discipline (science/humanities). This study investigates gender and discipline differences in learning and study strategies and student engagement among 522 Egyptian undergraduates. An adapted Arabic version of the Learning and Study Strategies Inventory – Second Edition (LASSI-II) and a Student Engagement Scale (SES) are used. Multivariate analyses of variance reveal the existence of main effects for gender only on the anxiety strategy and for discipline on six LASS: information processing, anxiety, attitude, motivation, study aids, and time management. There are also statistically significant interactions between gender and discipline on three LASS: anxiety, motivation, and self-testing. Results also show there are no statistically significant differences in behavioural, emotional, or cognitive engagement subtypes due to gender and discipline. Educational implications, limitations, and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Grounded in Restorative Justice theory, the current study examines the perspectives of School Resource Officers (SROs) and other School Security Personnel (SSPs) during a professional development training on restorative-problem solving. Specifically, focusing on how school security staff are currently using restorative justice in their work, how they can use these practices in the future, and any variations in perspectives towards restorative justice based on their job title. A qualitative phenomenological methodology was used to analyze qualitative responses to training logs from SROs and SSPs (n = 99). Throughout the module, participants were asked to reflect on five different situations and provide examples of how they would address these issues using restorative justice. Codes and memos were used to summarize the themes across participants. Both SROs and SSPs are aware of restorative practices and use them to some capacity in their roles. However, additional training is needed to ensure that practices are used consistently and effectively across positions and schools. To abolish the U.S. school-to-prison pipeline, all school staff including security should receive mandatory, ongoing, evidence-based professional development for school-wide implementation of restorative justice as an alternative to punitive disciplinary strategies that disproportionately harm students of color and their families. [ABSTRACT FROM AUTHOR]

This study explores how trusting relationships between PhD students and their significant others contribute to the success of academic development programs, and how these programs affect trust in significant others. It introduces a definition of trust and distrust in academic development as synthesized from trust research in other disciplines. The study finds that lack of trust hinders conversations in general and about certain topics in particular. Academic development programs can improve participants' trustworthiness by positioning them as expert conversation partners; but they may also diminish participants' trust in significant others if PhD students' new role conception differs from their significant others'. [ABSTRACT FROM AUTHOR]