Gatekeepers and gatekeeping

Bagga-Gupta, Sangeeta; Dahlberg, Giulia Messina; Almén, Lars

doi:10.4324/9781003120452-6

Cited by 2 publications

(1 citation statement)

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“…Therefore, neuroscientists and professional groups are crucial to the institutionalization and dissemination of neuroethics for legal policy governance. In addition, it is necessary to consider a method for verifying the objectivity and publicity of policy entrepreneurs through consultation with other stakeholders [31]. In a mixed model of the MSF and the gatekeeper, policy entrepreneurs should:…”

Section: Revision Process Of the Brpa For The Msf And Gatekeeper Theorymentioning

confidence: 99%

Policy Analysis for Implementing Neuroethics in Korea’s Brain Research Promotion Act

Kang

Jeong

2023

Exp Neurobiol

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Neuroscience is evolving rapidly, and converging with engineering, artificial intelligence (AI), nanotechnology, and quantum computing [1]. Technological innovation is taking neuroscience beyond the treatment of and recovery from human defects and cognitive decline [2,3]. Interdisciplinary research must, therefore, address ethical and legal issues. Existing ethical norms, including bioethics and AI ethics [4], must expand to manage problems that require new perspectives. These technological innovations require us to integrate neuroscience and ethical research [5]. If neuroscience technology enhances the brain, it will lead to important legal and ethical issues, requiring governance to achieve appropriate outcomes and address ethical concerns. This complex and challenging process must flexibly respond to society by using social institutions [6]. South Korea enacted the Brain Research Promotion Act (BRPA) in 1998, recognizing the importance of neuroscience. The BRPA has since been revised to reflect technological and tangible changes as and when required for the issues such as the definition and classification of neuroscience,

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Section: Revision Process Of the Brpa For The Msf And Gatekeeper Theorymentioning

confidence: 99%

Policy Analysis for Implementing Neuroethics in Korea’s Brain Research Promotion Act

Kang

Jeong

2023

Exp Neurobiol

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Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

Almén

Bagga-Gupta

2023

Front. Educ.

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All education in Sweden, or the Swedish eduscape, is permeated by discourses of compensation and inclusion, conceptualized in this study as a one-school-for-all ethos or perspective. This ethos contributes to a social-ecological framing, wherein the intentions are a society where everyone can participate as active members. This study scrutinizes the governmental strategy of 2017 to digitalize the Swedish educational system based on a one-school-for-all perspective. The study is framed by SWaSP (Second Wave of Southern Perspective) theoretical ideas, with a special focus on positionings, languaging, timespaces, and epistemological-methodological dimensions, including ethics based on the entangled tenets of sociocultural, integrationist, and southern perspectives. Furthermore, this study is anchored in three research projects and one societal developmental project. Materials - e.g., video recordings, audio recordings, photos, artifacts, fieldnotes – from these projects have been generated through (n)ethnographic methods from different institutions in the Swedish educational landscape i.e., eduscape. These span across compulsory schools to Swedish for Immigrants (SFI), within Municipal Adult Education. Three themes have emerged in the multi-scalar data analysis from across settings: (i) intended inclusion, (ii) unintended exclusion, and (iii) intended exclusion. The first theme highlights how digital tools (DTs) create inclusion for students with special needs, or those who are new to the named-language Swedish, in the classroom community, thus contributing to social-ecological sustainability. The second theme illustrates how DTs intended for inclusion in classroom practices morph into tools of exclusion for individuals in mainstream classrooms. The third theme highlights how students in the Swedish eduscape are intentionally excluded from mainstream classrooms. We argue that a social-ecological sustainable stance troubles the division of eduscapes into “mainstream” and “other” settings in contemporary societies, calling for the inclusion of all students irrespective of their positionalities. Our findings highlight that multimodal use of DTs potentially can facilitate inclusion, by providing tools where individual students can participate in and contribute to teaching and learning—what we frame as a third position of classroom organization.

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Gatekeepers and gatekeeping

Cited by 2 publications

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Policy Analysis for Implementing Neuroethics in Korea’s Brain Research Promotion Act

Policy Analysis for Implementing Neuroethics in Korea’s Brain Research Promotion Act

Digital tools and social-ecological sustainability. Going beyond mainstream ways of understanding the roles of tools in contemporary eduscapes

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