Despite increasing scientific interest in self-generated thought-mental content largely independent of the immediate environment-there has yet to be any comprehensive synthesis of the subjective experience and neural correlates of affect in these forms of thinking. Here, we aim to develop an integrated affective neuroscience encompassing many forms of self-generated thought-normal and pathological, moderate and excessive, in waking and in sleep. In synthesizing existing literature on this topic, we reveal consistent findings pertaining to the prevalence, valence, and variability of emotion in (...) self-generated thought, and highlight how these factors might interact with self-generated thought to influence general well-being. We integrate these psychological findings with recent neuroimaging research, bringing attention to the neural correlates of affect in self-generated thought. We show that affect in self-generated thought is prevalent, positively biased, highly variable (both within and across individuals), and consistently recruits many brain areas implicated in emotional processing, including the orbitofrontal cortex, amygdala, insula, and medial prefrontal cortex. Many factors modulate these typical psychological and neural patterns, however; the emerging affective neuroscience of self-generated thought must endeavor to link brain function and subjective experience in both everyday self-generated thought as well as its dysfunctions in mental illness. (shrink)

In this paper, Caitlin Murphy Brust and Rebecca Taylor examine the responsibilities of college educators to resist conditions of epistemic injustice within their institutions. Pedagogy alone cannot bring about epistemic justice in higher education, for no individual epistemic agent can single-handedly transform their epistemic environment. The roots of such injustices are structural and thus require structural interventions. However, college educators do retain some agency to engage in epistemic resistance. Brust and Taylor argue that they can and should take (...) steps to foster just relations within the epistemic communities of their classrooms — calling for pedagogy that both recognizes the unjust features of the broader epistemic environment and responds to the unique forms of epistemic injustice that manifest in the classroom, with particular attention to seminar-style courses. (shrink)

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / E.D. (...) Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:178 Feminist Studies 46, no. 1. © 2020 by Feminist Studies, Inc. Nathan Snaza Biopolitics without Bodies: Feminism and the Feeling of Life Against a restrictive and imperialist concept of “the human,” which has become globalized during the long march of colonialist, heterosexist modernity, Samantha Frost’s Biocultural Creatures summons “counter-concepts” of the human that might authorize new political possibilities and theories of what it means to be human. She (...) writes, “These counter-concepts of the human are creatures who are embedded in various ecologies and networks of relations and who can integrate their acknowledgement of their embodiment, animality, physicality, dependence, and vulnerability into their self-conception and their orientation toward and modes of being in the world” (3). As this formulation suggests, whatever the new theory of the human is, it has been emerging at the edges of imperialist humanism for some time in a number of distinct political and intellectual projects clustering around decolonization, feminism, queer critique, technoscience, and ecology.1 Frost’s book, 1. Vandana Shiva and Ingunn Moser, editors, Biopolitics: A Feminist and Ecological Reader on Biotechnology (London: Zed Books, 1995); Cyd Cipolla, Kristina Gupta, David A. Rubin, and Angela Willey, eds., Queer Feminist Science Studies: A Reader (Seattle: University of Washington Press, 2017); Sandra Harding, Sciences From Below: Feminisms, Postcolonialities, and Modernities (Durham, NC: Duke University Press, 2008); Sandra Harding, ed., The Postcolonial Science and Technology Studies Reader (Durham, NC: Duke University Press, 2011). 179 Nathan Snaza Books Discussed in This Essay Biocultural Creatures: Toward a New Theory of the Human. Samantha Frost. Durham, NC: Duke University Press, 2016. Flourishing Thought: Democracy in an Age of Data Hoards. Ruth A. Miller. Ann Arbor: University of Michigan Press, 2016. The Biopolitics of Embryos and Alphabets: A Reproductive History of the Nonhuman. Ruth A. Miller. Oxford: Oxford University Press, 2017. The Economization of Life. Michelle Murphy. Durham, NC: Duke University Press, 2017. along with recent work by Michelle Murphy and Ruth Miller, among many other feminist biopolitical thinkers, summons us to reconceive and decolonize the human by feeling it differently, and in so doing, open our intellectual and political projects toward what Miller calls “democracy as a nonhuman affair” in The Biopolitics of Embryos and Alphabets (9). My sense is that this reconception throws into question the ways that we have understood both the human and politics through specific ideas about bodies. The body has a certain phenomenological obviousness for (some) humans, which might explain why it has been so central to most political projects of modernity, many of which share at least some commitment to the liberal individual as a self-contained entity.2 However, something else is beginning to press on contemporary feminist biopolitical thought. Karen Barad’s claim that “[o]bjects are not already 2. For a rich overview of the ways in which the body has animated feminist thought and politics, especially in light of debates in the physical and biological sciences, see Mary Jacobus, Evelyn Fox Keller, and Sally Shuttleworth, eds., Body/Politics: Women and the Discourses of Science (New York: Routledge, 1990. A different sense of the body begins to appear a few years later in Judith Butler, Bodies That Matter: On the Discursive Limits of Sex (New York: Routledge, 1993); and Elizabeth Grosz, Volatile Bodies: Toward a Corporeal Feminism (Bloomington: Indiana University Press, 1994). 180 Nathan Snaza there; they emerge through specific practices” attunes us to this new orientation.3 For Barad, knowledge practices are open-ended, and “the differential constitutions of human and nonhuman designate particular phenomena that are themselves implicated in the dynamics of intra-activity, including their enfolding and reconstitution in the reconfiguring of apparatuses.”4 In other words, knowledge emerges from the world through “cuts” that reconfigure it: entities—such as “the body” or “the human”—come into being through specific apparatuses. These include theoretical concepts: “Theorizing, like experimenting, is a material practice.”5 The concept of the body, then, is a material part of the intra-active becoming of the world in knowledge production—its meaning exceeds the fact of its existence. While the body has been useful to an enormous number of projects, contemporary feminist thought, in a wide variety of ways, is feeling... (shrink)

Postmodernism and poststructuralism challenge fundamental positions in social theory. This book sets out some of the components of a postmodern social theory of health and healing, deriving from theorists including Derrida, Deleuze and Guattari, Foucault, Cixous and Kristeva. Nicholas J. Fox observes that the knowledge of the medical profession about the body, illness and health supplies the basis for medical dominance. The body of the patient is inscribed by discourses of professional `care,' an interaction which subjectifies the patient. Fox explores (...) the character of this power - and how it may be, and is, resisted. The book illustrates with detailed examples how the organization of health care and the caring relationship itself are sites for this contestation of power. Elements of feminist theory, and Derridean concepts of diffrance and intertextuality, supply the framework for the politics and ethics of the postmodern position on health. Deleuze and Guattari's radical challenge to psychoanalysis and familial repetitions within the healer/patient contact allows a re-reading of central ideas in medical sociology. While focusing upon the possibilities of postmodern social theory, the book demands a reappraisal of issues of structure, identity and knowledge in modernist medical sociology. Modernist sociology, Fox suggests, has been complicit in the creation of `the patient,' and of 'health' and 'illness.' Written with an emphasis on accessibility, this book explores the practical consequences of postmodern theory as well as familiarizing the reader with the concepts of postmodernism. (shrink)

This article explores the mystical impulse in the American mind, reflected in the work of William James, Kenneth Burke, and most especially the case of Ralph Waldo Emerson. The parallels and differences between Emerson's mystical idea of Nature and the ancient Greek pre-Socratic idea of the universe as a union of opposites are explored. The divergence between the Americans and the Greeks concerning the idea of limits is reflected on. The optimism of the Americans is explained as a function of (...) their mystical theodicy, and the greatness of their power as a function of their mystic ability, so well assayed by Emerson, to bear crushing paradoxes with a cheerful lightness of being. (shrink)

With A Theory of General Ethics Warwick Fox both defines the field of General Ethics and offers the first example of a truly general ethics. Specifically, he develops a single, integrated approach to ethics that encompasses the realms of interhuman ethics, the ethics of the natural environment, and the ethics of the built environment. Thus Fox offers what is in effect the first example of an ethical "Theory of Everything."Fox refers to his own approach to General Ethics as the "theory (...) of responsive cohesion." He argues that the best examples in any domain of interest--from psychology to politics, from conversations to theories--exemplify the quality of responsive cohesion, that is, they hold together by virtue of the mutual responsiveness of the elements that constitute them. Fox argues that the relational quality of responsive cohesion represents the most fundamental value there is. He then develops the theory of responsive cohesion, central features of which include the elaboration of a "theory of contexts" as well as a differentiated model of our obligations in respect of all beings. In doing this, he draws on cutting-edge work in cognitive science in order to develop a powerful distinction between beings who use language and beings that do not.Fox tests his theory against eighteen central problems in General Ethics--including challenges raised by abortion, euthanasia, personal obligations, politics, animal welfare, invasive species, ecological management, architecture, and planning--and shows that it offers sensible and defensible answers to the widest possible range of ethical problems. (shrink)

In this article, we suggest that one of the unexplored paths toward collaboration between firms and civil society organizations starts with confrontation or potential conflict, and that the transition toward collaboration can be further understood if one focuses on triadic relationships rather than dyadic ones. We analyze the presence of third parties and their different roles to explain how collaboration is facilitated. The article aims at bringing together the bodies of research on business–civil society confrontation and on business–civil society collaboration. (...) It offers a comparative analysis of four case studies, and proposes a typology of third parties composed of facilitating allies, participating allies, mediators, and solution seekers. We conclude with some implications for further research as well as for practice. (shrink)

Through a wide-ranging study of primary sources, Christopher Fox identifies and details a decisive moment in the history of the concept of the self. A key figure here is John Locke; the crucial document, his chapter on "Identity and Diversity" added to the second edition of An Essay Concerning Human Understanding (1694). Locke's new concept of "identity of consciousness" was hotly debated for the next half century in philosophical, theological, and literary circles, and Fox makes a significant contribution in drawing (...) attention to this controversy. By situating The Memoirs of Scriblerus in the debates, Fox also brings needed attention to a Scriblerian performance that deserves to be better known today. Fox's book is necessary reading for anyone interested in the eighteenth century, in Locke and the Scriblerians, and in the larger history of the concepts of "self" and "consciousness.". (shrink)

This paper describes a presentation on ethics for accounting and business students. In 2001 and 2002, major corporate failures such as Enron and Worldcom, combined with questionable accounting practices, made ethics a paramount concern to persons working in business and accounting. While financial statement analysis and regulatory requirements are important technical topics, the issue of ethics provides faculty a unique and very appropriate setting to discuss deeper truths about doing business and living life well. This paper briefly describes the development (...) and assessment of one approach to presenting ethics built around a computerized slide show (PowerPoint). The goal of the presentation is to increase students’ understanding of the essential role of ethics to accounting and business. Following the presentation, students indicated a heightened recognition of the importance of ethics. Educators should do all that they can to encourage students to do the “right” thing, even in difficult circumstances. This encouragement may serve them well in school and later in their careers. (shrink)

This study examines trends in menarcheal age of women born in China between 1950 and 1973, and explores the impact of relevant social background characteristics on the timing of first menarche. Data on recalled ages of menarche collected in the 1988 Chinese Two-per-Thousand Fertility Survey are used in a linear regression model where the covariates are transformed with the help of an Alternating Conditional Expectation (ACE) algorithm. The results indicate that a trend towards early menarche has evolved in China during (...) recent decades. The pattern of early menarche is especially pronounced among women residing in urban areas, and those who are better educated. (shrink)

Even the briefest and most superficial perusal of leading mainstream economics journals will attest to the degree that mathematical formalism has captured the economics profession. Whereas up to the early 20th century virtually all of the output of the dismal scientists was in the literary format, by the early 21st century this is not at all any longer the case. Mathematical formalism is supposed to serve economics, and yet now true economic insight has been crowded out by the math. If (...) mainstream neoclassical economics is to come back to its proper path, a far less central role for mathematical economics, statistics and econometrics will have to be fashioned. (shrink)

Technology has played a central role in development programming since the inception of development assistance. Recent development organizations, like the Bill and Melinda Gates Foundation, believe technological innovation can improve development outcomes. Development ethics, a field of study focused on the ethical questions posed by development policies and practices, has yet to fully appreciate the ethical dimensions of the science and technology. Addressing this important research and policy gap, we contend that science and technology studies (STS) offers important insights that (...) can be used in combination with development ethics to influence development policies and practices. Utilizing a case study of a private development program in Uganda, we illustrate how STS offers important insights for understanding how a sociotechnical ensemble placed pressure on already scarce water resources. Two dimensions of STS scholarship, the power asymmetries of technological development and the incomplete or partial nature of technoscientific knowledge, are examined and help us to understand how sociotechnical ensembles in development increase the likelihood of the emergence of publics who are negatively impacted by sociotechnical ensembles in development programs. Leveraging STS insights, we argue for the importance of situated ethics—a pragmatic approach to ensuring responsiveness to the emergence of these publics. (shrink)

This paper responds to a recent claim by Shrader-Frechette that current particle physics, with its essentially atomist paradigm, is in a state of Kuhnian crisis. We respond to Shrader-Frechette's claim in two ways: first, we argue directly against much of the evidence used by Shrader-Frechette as indicators of Kuhnian crisis; second, we question Shrader-Frechette's application of Kuhnian categories to current research in general, pointing out the dangers inherent in such an analysis.

High-spin states have been studied in Pr-135(59), populated through the Cd-116(Na-23,4n) reaction at 115 MeV, using the Gammasphere gamma-ray spectrometer. The negative-parity yrast band has been significantly extended to spin similar to 45 (h) over bar and excitation energy 21.5 MeV, showing evidence for several rotational alignments. The positive-parity yrast band of Ce-135(58), populated through the p4n channel of this reaction, was also populated to spin similar to 38 (h) over bar and excitation energy 18 MeV. Cranking calculations indicate that (...) these nuclei are soft with respect to the triaxiality parameter gamma and that several competing nuclear shapes occur at high spin. (shrink)

Various questions arise in semantic analysis concerning the nature of types. These questions include whether we need types in a semantic theory, and if so, whether some version of simple type theory (STT, Church 1940) is adequate or whether a richer more flexible theory is required to capture our semantic intuitions. Propositions and propositional attitudes can be represented in an essentially untyped first-order language, provided a sufficiently rich language of terms is adopted. In the absence of rigid typing, care needs (...) to be taken to avoid the paradoxes, for example by constraining what kinds of expressions are to be interpreted as propositions (Turner 1992). But the notion of type is ontologically appealing. In some respects, STT seems overly restrictive for natural language semantics. For this reason it is appropriate to consider a system of types that is more flexible than STT, such as a Curry-style typing (Curry & Feys 1958). Care then has to be taken to avoid the logical paradoxes. Here we show how such an account, based on the Property Theory with Curry Types (PTCT, Fox & Lappin 2005), can be formalised within Typed Predicate Logic (TPL, Turner 2009). This presentation provides a clear distinction between the classes of types that are being used to (i) avoid paradoxes (ii) allow predicative polymorphic types. TPL itself provides a means of expressing PTCT in a uniform language. (shrink)

Foundations: A Manual for the Beginning Student of Epistemology provides the tools required for understanding traditional western epistemology, and an appreciation for its development into contemporary theories without using the traditional historic approach. Instead of requiring students to struggle through a myriad of epistemological works, each with its own unique perspective, presuppositions, and terminology in hopes that they emerge with a general sense of the field, Claude L. Fox conveys the traditional concepts of western epistemology by identifying its key components (...) and providing the student with an understanding of them. Equipped with this knowledge, students will possess the basic tools for understanding any traditional work they may study. Dr. Fox accomplishes this by first describing epistemology and ontology, then explaining how they constitute the field of metaphysics. Next, he examines the basic concepts of the two disciplines, concluding with the primary epistomelogical judgements and theories to which these concepts have given birth. (shrink)

In his prophetic poems Blake conceives a perfection of humanity defined in part by the complete mutuality of its interdependent genders. Yet throughout the same poems he represents one of those mutual, contrary, equal genders as inferior and dependent , or as unnaturally and disastrously dominant. Indeed, females are not only represented as weak or power-hungry, they come to represent weakness and power-hunger . Blake's philosophical principle of mutuality is thus undermined by stereotypical metaphors of femaleness which I believe he (...) adopted automatically in his early poems and then tried to redress but found himself trapped by in his late works. Susan Fox is currently working on a book of poems and has written articles on Spenser and Blake as well as Poetic Forms in Blake's Milton. She is an associate professor of English at Queens College of the City University of New York. (shrink)

What is it that semanticists think they are doing when using formalisation? What kind of endeavour is the formal semantics of natural language: scientific; linguistic; philosophical; logical; mathematical? If formal semantics is a scientific endeavour, then there ought to be empirical criteria for determining whether such a theory is correct, or an improvement on an alternative account. The question then arises as to the nature of the evidence that is being accounted for. It could be argued that the empirical questions (...) are little different in kind to other aspects of linguistic analysis, involving questions of performance and competence (Chomsky 1965; Saussure 1916). But there are aspects of formal accounts of meaning that appear to sit outside this scientific realm. One key issue concerns the precise nature of the formalisation that is adopted; what criteria are to be used to decide between accounts that are founded on different formal systems, with different ontological assumptions? Indeed, is it necessary to judge semantic frameworks on such grounds? In other words, are two theoretical accounts to be treated as equivalent for all relevant purposes if they account for exactly the same linguistic data? Broadly speaking, there are two related perspectives on the analysis of propositional statements, one “truth conditional” — reducing sentence meaning to the conditions under which the sentence is judged to be true (e.g. Montague 1973) — the other “proof theoretic” — reducing sentence meanings to patterns of entailments that are supported (e.g. Ranta 1994, Fox & Lappin 2005 ,Fox 2000). Variations of these perspectives might be required in the case of non-assertoric utterances. We may wonder what critieria might be used to decide between these approaches. This brings us back to the nature of the data itself. If the data is (merely) about which arguments, or truth conditions, subjects agree with, and which they disagree with, then the terms in which the theory is expressed may be irrelevant. But it may also be legitimate to be concerned with either (a) the intuitions that people have when reasoning with language, or (b) some technical or philosophical issues relating to the chosen formalism. The truth-conditional vs proof-theoretic dichotomy might broadly be characterised as model-theoretic vs axiomatic, where the model-theoretic tend to be built around a pre-existing formal theory, and the axiomatic involves formulating rules of behaviour “from scratch”. In some sense, fitting an analysis of a new problem into an existing framework could be described as providing some kind of “explanatory” power, assuming that the existing framework has some salient motivation that is independent of the specific details of the phenomena in question. In contrast, building a new theory that captures the behaviour might then be characterised as “descriptive”, as — superficially at least — it does not show how an existing theory “already” accounts for the data in some sense. Here we observe instead that the argument can be run in the other direction. that a reductive model-theoretic account merely “describes” how some aspects of a problem can be reduced to some formalisation, but may fail to capture a subject’s understanding or intuitions about meaning. It is surely appropriate for the formal theory itself to be at least sympathetic to the ontological concerns and intuitions of its subjects — if not inform them (Dummett 1991). The alternative amounts to little more than carving out otherwise arbitrary aspects of a system that mimics the required behaviour, without a coherent explanation of why some aspects of a formal theory characterise, or capture, the intended meaning, but not others (cf. Benacerraf 1965). That seems an impoverished approach, weakening any claim to “explain”. Any constraint this imposes on what is it to be an explanatory account of meaning then faces the same problem as naive notions of compositionality (Zadrozny 1994) — that is, what appears to be a meaningful restriction is, in reality, a mirage. (shrink)

Some 41 million Americans, many of them children, currently live below the official poverty level. As a proportion of the population, the number has been stable for several decades. But what it mea...

This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in the context of state funded education. Three prominent themes were identified as: 1) enhancement of every learner; 2) systemic oppression; and 3) tensions in being a teacher. The study concludes that being authentic as a teacher was experienced as being incompatible with the (...) current educational system. (shrink)

Alan Gewirth’s Reason and Morality justifies certain fundamental moral principles and develops morality out of the basic structure of action. Contemporary literature exposes a critical flaw in the second stage of Gewirth’s argument contending that Gewirth fails to create agent-neutral moral claims. In order to provide a transfer of interests between agents, the solution to Gewirth’s problem, I argue that certain Rawlsian concepts buttress and are consistent with Gewirth’s argument for the normative structure of action.

The purpose of this paper is to examine the linkages and relationships between the officially prescribed school ethos and that which emerges from social interaction. Qualitative data drawn from one Grant-Maintained-Integrated and one Catholic primary school in Northern Ireland show how school ethos, defined as the observed practices and interactions of school members, often departs considerably from school ethos defined as those values and beliefs which the school officially supports. On the basis of the data it is argued that much (...) of what we understand of school ethos is superficial and contradictory. With this in mind the paper concludes by presenting a new angle on ethos which, when taken in conjunction with the other perspectives, further enhances our understanding of how schools work. (shrink)

We argue that human rights are best conceived as norms arising from a fiduciary relationship that exists between states and the citizens and noncitizens subject to their power. These norms draw on a Kantian conception of moral personhood, protecting agents from instrumentalization and domination. They do not, however, exist in the abstract as timeless natural rights. Instead, they are correlates of the state's fiduciary duty to provide equal security under the rule of law, a duty that flows from the state's (...) institutional assumption of irresistible sovereign powers. (shrink)

The amygdala is a key brain area regulating responses to stress and emotional stimuli, so improving our understanding of how it is regulated could offer novel strategies for treating disturbances in emotion regulation. As we review here, a growing body of evidence indicates that the gut microbiota may contribute to a range of amygdala-dependent brain functions from pain sensitivity to social behavior, emotion regulation, and therefore, psychiatric health. In addition, it appears that the microbiota is necessary for normal development of (...) the amygdala at both the structural and functional levels. While further investigations are needed to elucidate the exact mechanisms of microbiota-to-amygdala communication, ultimately, this work raises the intriguing possibility that the gut microbiota may become a viable treatment target in disorders associated with amygdala dysregulation, including visceral pain, post-traumatic stress disorder, and beyond. Also see the video abstract here: https://youtu.be/O5gvxVJjX18 The amygdala plays a central role in regulating many aspects of behavior in rodents and humans, from pain responding to social interaction and psychiatric function. Accumulating evidence suggests microbiota-to-amygdala communication along the gut-brain axis is a key modulator of these amygdala-dependent behaviors, with critical implications for health and disease. (shrink)

This paper defines and analyzes the processes of “othering” as they manifest in the practice and praxis of nursing education. Othering is bound up in the establishment and reinforcement of norms, and shores up power inequities that negatively impact faculty, students, and patients. While previous analyses have addressed othering in nursing more broadly, this paper adds a consideration of the multiple processes of othering that operate within the context of nursing education spaces. Cases from recent nursing education literature are interpreted (...) through the frameworks of exclusionary, inclusionary, and structural othering, and provide specific illustrations of the concepts described. The paper concludes by arguing for an application of norm‐critical pedagogical practice to counteract, disrupt and dismantle othering processes within nursing education. (shrink)