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Joseph Gamble. Sex Lives: Intimate Infrastructures in Early Modernity. Philadelphia: University of Pennsylvania Press, 2023.
No full textThis review considers Joseph Gamble\u27s Sex Lives: Intimate Infrastructures in Early Modernity
Book review Atzeni, M., Azzellini, D., Mezzadri, A., Moore, P., & Apitzsch, U. eds. (2023) Handbook of Research on the Global Political Economy of Work. Cheltenham and Northampton: Edward Elgar Publishing. ISBN: 978-1-83910-657-6. 704 pp. £241.20 (hardcov
Full text linkThe goal of this handbook is bringing together different studies within the Marxist critical political economy to advance our understanding of changes in work and employment relations, including relations between multiple forms of work, exploitation, class structure, and workers’ collective action. One of the most outstanding features of the book is that it goes beyond disciplinary boundaries. It contains contributions from political economy, geography, sociology of work, social anthropology, development studies, social movement studies, and management. Another key characteristic of the book is that it includes empirical studies from a wide array of geographical contexts. Analysed cases focus on both the Global North and the Global South. In fact, North-South relations and the uneven geographical nature of capitalism, are part of the analytical interest of some chapters (something which is consistent with the explicit anti-colonial and decolonial agenda of the editors)
Comparing students as partners (SaP) in higher education in Australia and Japan
Full text linkStudents as partners (SaP) is an approach which aims to include students and staff in partnership in a number of settings across higher education. This article is a comparative exploration of SaP in relation to universities in Australia and Japan, through the lens of Matthews’ (2017) five propositions for SaP. Published in 2017, the propositions articulate the transformative potential of genuine, agentic engagement between staff and students in partnership. SaP is well recognized as a teaching and learning strategy in Australian higher education, yet there are changing and evolving perspectives. While the concept of SaP is less widely known in Japan, actively involving and engaging students in their own learning is an approach that is acknowledged and encouraged. Through a collaborative examination of our respective contexts, we found that the value of SaP is retained across the two cultures, along with its potential to transform and enrich both higher education systems
The power of reflective transformations: Students-faculty partnership as a catalyst
Full text linkThe purpose of this paper is to analyze two students as partners (SaP) collaboration experiences and identify transformations of four undergraduate students and faculty who partnered to enhance an English as a second language (ESL) course taught at a Sino-foreign university. This paper utilized qualitative exploratory research with a pre-post design, where photovoice as a visual research method was adapted and used to portray and highlight the participants’ actual experiences and transformations that happened during the student-faculty partnership. The three transformations experienced by members of the partnership include: (a) the transformation from solitary to cooperative, referring to the closer relationship amongst faculty, student partners, and enrolled students; (b) the transformation from prey to predators, signifying the increased professional and learning capacity of both faculty and students; and (c) the transformation from inexperienced to mature, indicating self-growth based on overcoming obstacles. The findings have practical implications for future studies in that researchers can use the photovoice methodology to track participants’ experiences, except for traditional verbal and written data collection methods. However, the size of the research sample, which consisted of five females, limits the findings, and the uncertainty of the long-term effect of the transformations mentioned above should be further explored
Assessment design through co-creation: Student-staff partnership in evaluating the impact of artificial intelligence
Full text linkThis case study reports on a co-creation initiative that explored the use of generative artificial intelligence (AI) technologies in the context of higher education assessments. The AI Co-Creators project aimed to promote dialogue between students and staff on the impact of AI with the objective of using AI tools more effectively. The case study presents a collaborative partnership which focused on evaluating ChatGPT-generated output in response to diverse coursework assessments on an undergraduate medical sciences programme. The co-design of evaluation criteria and key findings are presented and resultant challenges faced by students and staff are explored through dialogue, interview, and thematic analysis. The value of the student-staff collaboration is explored from the perspective of the student, staff, and institution, while the benefits, limitations and recommendations for future co-creation projects are presented in the context of AI and higher education assessment and learning
De l’importance d’un nom : : l’histoire de deux diagnostics, et pourquoi les mots importent lorsqu’on parle de santé mentale
Full text linkAbstract: This essay reflects on my mental health journey that began when I first received a diagnosis of bipolar II disorder at age 18. After countless ineffective treatments and conflicting diagnoses over the course of my young adult years, by the time I was 23, I feared that my condition would never improve. However, a family members’ autism diagnosis prompted me to pursue an assessment myself. After two years on a waitlist, I received a diagnosis of Level 1 Autism Spectrum Disorder, which changed my perception of myself and led to a massively improved quality of life. This transformative experience showed me the importance of informed and compassionate care, and the need for a more nuanced understanding of mental health conditions and the language used to describe them.Cet essai est une réflexion sur mon parcours de santé mentale qui a commencé lorsque j’ai d’abord reçu un diagnostic de trouble bipolaire II à 18 ans. Après d’innombrables traitements inefficaces et des diagnostics contradictoires au cours de mes années de jeune adulte, je craignais, à 23 ans, que mon état ne s’améliore jamais. Cependant, le diagnostic d’autisme d’un membre de ma famille m’a incité à procéder moi-même à une évaluation. Après deux ans sur une liste d’attente, j’ai reçu un diagnostic de trouble du spectre de l’autisme de niveau 1, ce qui a changé ma perception de moi-même et m’a permis d’améliorer considérablement ma qualité de vie. Cette expérience transformatrice m’a montré l’importance d’une prise en charge informée et compatissante, ainsi que la nécessité d’une compréhension plus nuancée des troubles mentaux et du langage utilisé pour les décrire
L\u27 intersection de la race et du handicap : : une analyse critique des inégalités raciales dans les diagnostics d’autisme et de handicap neurodivergent chez les enfants noirs
No full textBlack children face racial inequities when it comes to autism and neurodevelopmental disability diagnoses. As we know, autism and related neurodevelopmental disabilities have historically been pathologized, stigmatized, and discriminated against. As a result, Autistic self-advocates created the neurodiversity movement, as a direct oppositional force to this historical, and present-day, harm. However, even within the context of this civil rights movement, Black, and other minoritized people have consistently been left at the margins. This marginalization is evident throughout the diagnosis process, where Black children and youth who meet the diagnostic criteria for autism and related neurodevelopmental disabilities face, on average, diagnostic inequities. This includes incorrect diagnoses, later diagnoses, and receiving no diagnoses at all. It is critical to analyze and examine the harmful mechanisms which facilitate the marginalization and inequitable treatment of Black Autistic, neurodevelopmentally disabled youth from a young age.Les enfants noirs sont confrontés à des inégalités raciales en ce qui concerne les diagnostics d’autisme et de troubles du développement neurologique. Comme nous le savons, l’autisme et les troubles neurodéveloppementaux connexes ont été historiquement pathologisés, stigmatisés et discriminés. C’est pourquoi les militant·es pour l’autisme ont créé le mouvement de la neurodiversité, en tant que force d’opposition directe à ces préjudices historiques et actuels. Cependant, même dans le contexte de ce mouvement pour les droits civiques, les personnes noires et les autres minorités ont toujours été laissées en marge. Cette marginalisation est évidente tout au long du processus de diagnostic, où les enfants et les jeunes Noir·es qui répondent aux critères de diagnostic de l’autisme et des troubles neurodéveloppementaux connexes sont généralement confrontés à des inégalités en matière d’évaluation : diagnostics, tardifs ou complètement absents. Il est essentiel d’analyser et d’examiner les mécanismes néfastes qui facilitent la marginalisation et le traitement inéquitable des jeunes noir·es autistes ou ayant des troubles neurodéveloppementaux dès leur plus jeune âge
The nexus between the length of colonization and access to electricity in 126 countries around the world
No full textThe percentage of the population with access to electricity varies considerably from one country to another. This study examines the extent to which the percentage of a country’s population with access to electricity is affected by the length of time it has been under colonial rule. To do this, the study employs Ordinary and Two-Stage Least Squares estimation techniques with data from 126 countries around the world. The results show that people living in countries that have been under colonial rule for a long time are more likely to have better access to electricity. This is partly explained by high levels of political stability and education, but also by low population growth in these countries. Therefore, to guarantee access to electricity for a larger proportion of the population, countries that have experienced a short period of colonization, need to implement policies that not only promote political stability and education but also slow down population growth
Reimagining resources: The power of students as partners in co-creating medical curricula
Full text linkCase-based learning (CBL) scenarios in medical education have been a long-standing teaching practice, helping to marry the theoretical and practical aspects of medicine in students’ minds. However, partly due to rapidly progressing technology and globalisation, there is a growing generational disconnect between medical educators and students that needs addressing. Existing literature has highlighted that the involvement of students as partners in the development of educational resources can aid in bridging the divide and engaging students. This case study was a partnership between students and faculty within the Doctor of Medicine program at the University of Queensland. It aimed to co-create a CBL scenario and integrate it into the curriculum. The findings reveal that the co-created scenario was more positively received by students compared to faculty-developed scenarios. This approach demonstrates the potential of co-creation as a pedagogical strategy to foster engagement and address evolving educational needs in the medical curriculum
Introduction: Drama and Conversion
No full textThis introduction presents a new collection of essays examining the role of conversion in early modern English drama. Together, the contributions demonstrate how the theatre served as a space for dramatizing the political, theological, and psychological complexities of identity transformation. With case studies ranging from city comedy to colonial propaganda, the volume emphasizes conversion’s entanglement with race, gender, and performance. Drawing on recent scholarship, the authors highlight drama’s unique capacity to stage conversional doubt, sincerity, and dissimulation — establishing theatre as both a site of ideological reinforcement and a medium for interrogating the limits of belief and belonging