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Book review of Gender Pay Gap: Vom Wert und Unwert von Arbeit in Geschichte und Gegenwert
No full textThe gender pay gap is a persistent global labour issue, one that still has not been solved. In Gender Pay Gap: Vom Wert und Unwert von Arbeit in Geschichte und Gegenwart, the editors and contributors tackle historical and contemporary gender pay gaps (and the relationship between them) by addressing issues that leave the reader exclaiming: “Wow, I never thought about [issue]!” The issues the book examines range from the more-than-full-time work of “pastor wives” to the “digitisation” of work
Between a Rock and a Hard Place: Free Trade, Tariffs and the US Labour Movement
Full text linkDonald Trump’s tariff war, which has focused on cars as one of the main targets, has placed unions, and in particular the United Auto Workers (UAW), the main auto industry union in the US, in a complicated strategic position
Pursued by a Bear: The Art of Identity in Shakespeare and Spenser
No full textThis essay explores the connection between The Winter’s Tale and The Faerie Queene, arguing that Shakespeare’s debt to Spenser is signalled by a previously unrecognized adaptation of the baby-and-bear episode from Book 6. Recognizing how Shakespeare both echoes and revises The Faerie Queene elucidates how The Winter’s Tale undermines the idea of essential identity and challenges social hierarchies. Echoes of The Faerie Queene in Shakespeare’s play and textual evidence that the same actor doubled the roles of Antigonus and Autolycus heighten Shakespeare’s criticism of the court and valorization of the power of art
Fostering student-faculty collaboration through a structured and well-defined work routine
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This case study showcases the development of a work routine that facilitated collaboration between students and faculty. The work routine consisted of three phases. In the preparation phase, participants worked independently or in pairs, followed by the second phase, a meeting with presentations and discussions. After the meeting, participants wrote their reflections in a shared document that served as a central tool throughout the entire process and was accessible to all participants; this comprised the third phase of the work routine. This article also presents faculty members’ reflections and revelations encountered during the integration of the students-as-partners framework in this student-faculty collaboration. The developed work routine gives new perspectives on how one can foster educational development using the students-as-partners framework
Co-creating a simulation with students as active partners: A social work experience
Full text linkThis case study presents a students-as-partners (SaP) approach to field education in social work. In particular, it describes the co-creation of a simulation-based learning experience co created and delivered by faculty, staff and two students—a student who experiences disability-related barriers and a theatre student. It explores the principles inherent in a student as partners philosophy as well as a universal design approach were used to co-create the simulation scenarios. The study examines the application of a student as partners approach and universal design for learning (UDL) principles in the development of simulation scenarios, both of which emphasize inclusivity, collaboration, and engagement. The case study also highlights how a collaborative, inclusive approach to simulation-based learning enhances student engagement and learning outcomes, particularly for students experiencing barriers. The experience demonstrates the value of interdisciplinary partnerships and offers insights for supporting students with disabilities in social work education, suggesting future directions for the integration of SaP and UDL in academic settings
From “faculty-student” to “student-student” partnerships: Exploring student-initiated inter-institutional virtual service learning in Asia
Full text linkThis research moves beyond the conventional students-as-partners discourse to explore student-student partnership practices in higher education, addressing research gaps regarding such partnerships in inter-institutional and non-Western contexts. Through a qualitative study of a student-initiated virtual service-learning project which involved student partners from two research-intensive universities in Hong Kong and Singapore, the research unveils novel conceptualizations of student partners as professional co-explorers and challenges prevailing negative perceptions of learners in Asian higher education institutions, a population that the literature has tended to characterize through stereotypical views of Confucianism. The findings emphasize possibilities for student-student partnerships to enhance agency and promote positive ripple effects in subsequent student-student and faculty-student partnerships. These benefits emerge through co-development in the perceived safer and egalitarian partnership learning community fostered between students. The study calls for restructuring partnership language formalizing integration of student-student partnerships into institutional practices. This research sets the stage for future studies on student-student partnerships in diverse contexts
La pleine conscience au service de l’autisme : : expériences collaboratives des praticiens
Full text linkWithin Canada, there remains a continuing need for neurodiversity-affirming and community-informed programs and interventions for autistic adults. Over the past year, we—a late-diagnosed autistic adult practicing mindfulness and a mindfulness teacher interested in autism with extensive involvement in the autism community—have co-delivered mindfulness sessions to autistic adults, including self-diagnosed and formally diagnosed persons, using a synchronous virtual format. The manualized intervention outlined in this paper was initially designed and implemented by Lunsky and colleagues (2022). In this experiential commentary, we reflect on our experiences delivering this program and why collaborative partnerships like this are important for those intending to work with autistic individuals in clinical and therapeutic settings. Specifically, we highlight the tools and strategies we implemented within our formal and informal mindfulness practices to ensure that participants had their social and sensory needs met throughout the duration of our six-week program. Additionally, we discuss what we learned while co-facilitating autism-informed mindfulness and our recommendations for fellow practitioners moving forward.Au Canada, il existe un besoin constant de programmes et d’interventions pour les adultes autistes qui tiennent compte de la neurodiversité et de la communauté. Au cours de l’année écoulée, nous — un adulte autiste diagnostiqué tardivement qui pratique la pleine conscience et une enseignante de la pleine conscience qui s’intéresse à l’autisme et qui est très impliqué dans la communauté des autistes — avons co-dirigé des séances de pleine conscience à des adultes autistes, y compris des personnes auto-diagnostiquées et des personnes ayant reçu un diagnostic formel, en utilisant un format virtuel synchrone. L’intervention guidée décrite dans cet article a été initialement conçue et mise en œuvre par Lunsky et ses collègues (2022). Dans ce commentaire expérimental, nous réfléchissons à notre expérience de la mise en œuvre de ce programme et aux raisons pour lesquelles des partenariats de collaboration comme celui-ci sont importants pour ceux qui ont l’intention de travailler avec des personnes autistes dans des contextes cliniques et thérapeutiques. Plus précisément, nous soulignons les outils et les stratégies que nous avons mis en œuvre dans le cadre de nos pratiques formelles et informelles de pleine conscience pour veiller à ce que les besoins sociaux et sensoriels des participant·es soient satisfaits pendant toute la durée de notre programme de six semaines. En outre, nous discutons de ce que nous avons appris en coanimant la pleine conscience adaptée à l’autisme et de nos recommandations à l’intention des autres praticien·nes pour l’avenir
Russell on Generality 1910 to 1918
No full textIn Principia Mathematica, Russell thought that there are irreducibly general judgements with their own mode of truth. They are true in virtue of what the elementary judgements they collect together correspond to. In The Philosophy of Logical Atomism, Russell thought that they are true in virtue of general facts. In 1910, general facts are not even considered in order to reject them. In 1918, Russell announces that it cannot be doubted that there are general facts. This raises an intriguing question. What was it that led Russell to drop his 1910 view and drove him to the conclusion that there are general facts? I propose an answer that relies on a core aspect of Russell’s views on which he stayed firm throughout this period and on a preoccupation of his that began well before 1910: theories of truth and the problem of how false judgements are possible. I argue that Russell’s 1910 view failed to account adequately for the falsity of general judgements, while the correspondence theory of truth pushed him to accepting general facts. To round things off I also consider three independent arguments for general facts
Embracing the “third space” in higher education: A case for embedded students-as-partners teaching and learning
Full text linkThis paper presents a case for integrating students as partners (SaP) within the curriculum of higher education (HE), particularly through the lens of “third space” learning. Drawing on our experiences as a collaborative of educators in Canada and the United Kingdom, we explore the liberatory potential of play, partnership, and co-creation in HE. Through the Becoming an Educationist (Becoming) module, we demonstrate how SaP can empower students—especially non-traditional students in UK post-1992 universities, that is, UK institutions with a strong focus on widening participation, applied learning, and “social mobility” or transformative learning—to find their voice in academia. We argue for embedding SaP within the curriculum to foster a sustainable ecology of collaborative practice for social justice, challenging traditional divisive structures in education
A SaP engagement in experiential learning daily debriefs
Full text linkThis co-authored case study shares student perspectives on the relationship between daily debriefs and their experiential learning during a 5-day regenerative tourism field study. The pedagogical goal of this partnership was to offer five MA in Tourism Management students the opportunity to develop knowledge, skills, attributes and appreciation of a regenerative tourism experience. The findings of this case study illustrate the value of experiencing an embodied and holistic tour that was regenerative in design. Furthermore, the daily debrief activity was used as one example of how a holistic regenerative tour informed a transformative mindset for all