Download Starve and Immolate: The Politics of Human Weapons (New by Banu Bargu PDF

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By Banu Bargu

Starve and Immolate tells the tale of leftist political prisoners in Turkey who waged a perilous fight opposed to the advent of excessive protection prisons by way of forging their lives into guns. Weaving jointly modern and significant political concept with political ethnography, Banu Bargu analyzes the loss of life quickly fight as an exemplary even though no longer unheard of example of self-destructive practices which are a outcome of, retort to, and refusal of the more and more biopolitical types of sovereign energy deployed round the globe.

Bargu chronicles the reviews, rituals, values, ideals, ideological self-representations, and contentions of the protestors who fought mobile confinement opposed to the historical past of the historical past of Turkish democracy and the therapy of dissent in a rustic the place prisons became websites of political disagreement. A serious reaction to Michel Foucault's self-discipline and Punish, Starve and Immolate facilities on new types of fight that come up from the uneven antagonism among the kingdom and its contestants within the modern legal. Bargu eventually positions the weaponization of lifestyles as a bleak, violent, and ambivalent type of rebel politics that seeks to wrench the ability of lifestyles and dying clear of the trendy kingdom on corporeal grounds and in more and more theologized kinds. Drawing realization to the existential dedication, sacrificial morality, and militant martyrdom that transforms those struggles right into a complicated amalgam of resistance, Bargu explores the worldwide ramifications of human weapons' practices of resistance, their probabilities and obstacles

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Extra resources for Starve and Immolate: The Politics of Human Weapons (New Directions in Critical Theory)

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Equity as Access to Equal Quality Schools One plausible equity goal is that all schools should be of equal, or equivalent, quality. By this we mean that student A would do equally well, or badly, by going to school X, Y, or Z. Average student outcomes would probably still differ across schools, but those differences would be attributable to differences in the abilities, motivations, and outside-school supports of the students in each school and not to differences in school quality. This definition of equal guarantees that students would receive equal quality schooling regardless of which school they attend; it does not guarantee that all students would receive the same quality education, since education quality can vary between students within a school.

At the same time, there are some potential drawbacks to this approach. One is the danger of emphasizing processes that are in fact not ultimately related to valued educational outcomes, either because the processes have not been validated in the literature as being linked to those outcomes or because the validation is based on measures of quality that are themselves imperfect or narrow. For example, if the reviewers place a lot of emphasis on the use of data, and those data are all based on tests of basic skills in math and reading, then the observational measure may provide a nar- the challenges of measuring school quality 31 row measure of school quality.

In its simplest form, education quality can be conceptualized as the investment and consumption value of the education. The investment portion 22 chapter 1 captures benefits in the form of higher earnings, better health, contributions to the arts, effective participation in the democratic process, and other outcomes that education enhances. The consumption portion of education quality captures the benefits to children and their families of having safe, supportive, and happy environments. From the perspective of the community, the quality of an education system refers not only to the sum of the investment and consumption benefits, but also to how they are distributed across individuals.

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