University of Warwick Press: Journals
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Building Resilience: Promoting Mental Well-being in Graduate Teaching Assistants Through Structured Institutional Support
Full text linkGraduate Teaching Assistants (GTAs) occupy a unique and demanding space within academia, balancing the simultaneous roles of student and instructor. Their dual responsibilities expose them to heightened stress and social isolation, which together compromise their mental health and efficacy as educators. Yet, when institutions adopt a comprehensive, intentional approach that combines structured mentorship, robust pedagogical training, and policy-driven support systems, the narrative can be transformed from one of vulnerability to one of resilience and empowerment. Effective mentorship not only fosters psychological safety and professional identity among GTAs but also cultivates a collegial culture where challenges are shared, feedback is constructive, and personal growth is prioritised. Complementary to this is the role of compulsory and well-tailored teaching development programmes, which provide the emotional and practical tools necessary for confident, reflective teaching. However, support must extend beyond the classroom; equitable policies around workload, leave, and recognition are essential to creating a sustainable academic experience for GTAs, particularly when informed by global best practices. Embedding mental well-being into every facet of institutional support, whether through peer networks, supervisor relationships, or formal training, promotes resilience and prevents burnout. As universities increasingly allow GTAs to deliver core teaching responsibilities, they must commit to providing an ecosystem that values, nurtures, and equips them not only as temporary instructional staff but as future leaders in education. Through a shift from reactive to preventive mental health strategies and from fragmented initiatives to cohesive institutional cultures of care, higher education can unlock the full potential of GTAs while advancing student learning, faculty development, and academic excellence
Two Voices, Many Languages’:A Duoethnographic Look at Multilingual Identity in Teaching Spaces in a UK University
Full text linkDespite the dominance of English and entrenched monolingual norms in UK higher education (HE), campuses are increasingly characterised by multilingual realities driven by intensified international mobility and internationalisation of HE. Many graduate teaching assistants (GTAs) and students come from multilingual backgrounds and routinely move across languages. While scholarly attention to multilingual identity in educational settings is growing, GTAs’ experiences within this framework remain overlooked. To bridge the gap by answering calls to reimagine universities as multilingual spaces and to harness peer dialogue for GTA professional development, this study employs duoethnography to stage a critical conversation between two multilingual GTAs. Informed by Morea & Fisher’s (2023) model of teachers’ multilingual identities, we ask: How are our own and our students’ evolving multilingual identities positioned in day-to-day teaching, and what affordances or constraints emerge within English-dominant pedagogical discourses? Through a reflective thematic analysis of our peer dialogue data, three key themes emerge: 1) managing our evolving relationship with ‘Native Speakerism’, 2) negotiating professional roles and personal identity through language use, 3) coping with emotional complexities of multilingual teaching. This study shows that multilingual identity is simultaneously a pedagogical asset and a site of struggle. By articulating these tensions, the study offers GTAs, GTA developers and programme leads practical leverage points for change, such as normalising translanguaging, fostering collaborative reflection on linguistic diversity, circulating language-inclusive teaching tips and foregrounding multilingual perspectives in departmental discussions, which may incrementally unsettle monolingual norms and cultivate more equitable, intellectually vibrant learning environments in UK HE
Editorial: "Evolving Experiences in Postgraduate Teaching: Navigating Changing Landscapes, Practices, and Technologies"
No full textThis year’s Journal of Postgraduate Pedagogies and Practice (JPPP) Issue 5 editorial team is led by Arpit Jindal (Chemistry/Life Sciences) and mentored by Meifang Zhuo (Applied Linguistics), supported by a dynamic group of Post- Graduate Research Teacher Champions from across the University of Warwick: Areesh Fatmee (Warwick Medical School), Clarissa Muller-Kosmarov (Philosophy), Alisha Rodgers (School of Engineering), Usoro Akpan (Warwick Medical School), and Adila Fazleen Che Manan (Education Studies). Together, the seven-member team brings a rich range of disciplinary expertise, cultural 1 backgrounds, and lived experiences, reflecting the inclusive spirit of both the JPPP and the Warwick Postgraduate Teaching Community (WPTC). United by a commitment to inclusivity, innovation, and the advancement of PGR teaching and learning, the team works collaboratively to produce a journal issue that amplifies diverse voices while strengthening the visibility and impact of postgraduate teachers across the university
Access to Information and Support for LGBTQI+ People Seeking Asylum: A Qualitative Exploration of Coventry’s Asylum Accommodation
No full textBoth asylum seekers and LGBTQI+ people systemically lack access to information; in the context of the British asylum system, intersections and interactions between being LGBTQI+ and seeking asylum aggravate this insufficiency. This research project is unique in its exploration of the effects of the hostile asylum accommodation environment on LGBTQI+ people’s access to information through the case study of Coventry’s immigration accommodation. The research question ‘What is the nature of LGBTQI+ asylum seekers’ access to information and support in the context of Coventry’s immigration accommodation?’ was explored through interviews and focus groups with local LGBTQI+ people seeking asylum. The findings show that participants mainly accessed information through government-funded charities and accommodation staff, and that they had limited access to services specifically developed for LGBTQI+ people. They faced violence in the asylum accommodation, which translated into isolation and fear of revealing their sexual orientations and/or gender identities in order to request specialised information from housing staff. The fear was aggravated by staff inaction, which led to participants feeling discriminated against, and which further reduced their attempts to request support. This created a vicious cycle, in which LGBTQI+ people seeking asylum have continuously less access to information, which illustrates a systemic unpreparedness in the British asylum system to support this group
An Exploration of the Potential which Artificial Intelligence has in Supporting Children’s Learning
No full textThis paper explores the evolving role of Artificial Intelligence (AI) in primary education, highlighting its potential to personalise learning, alleviate teacher workload and enhance student outcomes. It critically examines the integration of AI technologies, ranging from intelligent tutoring systems to voice-activated assistants, and their implications for pedagogy, student wellbeing and digital literacy. While acknowledging AI’s transformative capabilities, the paper similarly addresses ethical concerns, including data privacy, bias and overreliance on automated systems. Drawing on current research, educational policy and practical examples, it advocates for the responsible adoption of AI guided by informed teacher judgement and robust digital literacy education. Ultimately, it calls for collaborative efforts among educators, technologists and policymakers to ensure AI enriches learning without compromising human values or professional integrity
Unequal Exchange with Differential Ground Rent: The Originality of Uruguayan Dependency Theory
Full text linkHistoriography on Latin American dependency theory highlights its importance between the sixties and eighties, primarily focusing on Chilean and Brazilian perspectives. This focus overshadows the diverse dependentistas works in other Latin American countries, such as Uruguay. Studying dependency theory in Uruguay enriches our understanding of Latin American social sciences and the theory itself, revealing an original interpretation involving unequal exchange and differential ground rent in international trade.
This work outlines the main tenets of a Uruguayan interpretation of dependency theory that emphasizes on the importance of the theory of differential ground rent and its interpretation of underdevelopment and dependency. A theoretical comparison with Ruy Mauro Marini, Ernesto Laclau, André Gunder Frank, Fernando H. Cardoso and Enzo Faletto shows Uruguayan theory’s distinctive dimensions. It offers a unique definition of dependency, nuanced compared to Marini’s, incorporates Laclau’s rent differential while emphasizing exogenous factors, and aligns partially with Cardoso and Faletto’s views, differing notably from Gunder Frank’s perspective
Hallyu, the Korean Wave: South Korea\u27s Transition to \u27Cultural Powerhouse\u27
No full textThis study examines South Korea\u27s transformation into a cultural powerhouse through Hallyu (the Korean Wave), arguing that its success stems from synergetic collaboration between public and private sectors rather than state-led developmental alone. The article analyses how, from the 1990s onward, government policy engineered a ‘whole-of-government’ approach, across multiple administrations, establishing comprehensive frameworks for cultural diplomacy and nation branding. The article identifies four key private sector drivers: competent cultural actors (K-pop idols, producers), commercially-driven business actors, overseas consumers transitioning from passive recipients to active producers, and digital platforms facilitating transmedia storytelling. The author argues that Hallyu transcended the entertainment industry and embodied a means of transnationalism and a form of cultural hybridisation that challenged Western-centric paradigms, enabling contraflows from periphery to centre. The study concludes that collaborative cultural governance enabled South Korea\u27s transition from economic to cultural powerhouse through a value-driven global influence of unique origin
Intersectionality and Detrimental Agency in Nigeria’s Researchscape
No full textThis study presents Nigeria’s researchscape as an archetype of sites where intersections of multiple identities of gender, race, and class are performed. Despite the acclaimed strength of intersectionality to unearth hidden oppressions, its commitment to addressing the oppressions it uncovers requires scholarly scrutiny.
The study takes a historical approach regarding intersectionality to probe into what comprises any intersectional focus in academia and how much the researchscape has benefitted from intersectional methodological thinking. Using methods of critical analysis and deconstructive argumentation, ‘Detrimental Agency’ is introduced to highlight how positionality and reflexivity influence multiple layers of oppression in academia, depending on who possesses the ‘intersectional wand’.
Funding Acknowledgements
This publication arose from a project financed by the Africa Multiple Cluster of Excellence at the University of Bayreuth (funded by the German Research Foundation under Germany‘s Excellence Strategy – EXC 2052/1 – 390713894)
From Research to Reach: A doctoral researcher’s experience in engaging the public through accessible research communication
No full textIn this article, I reflect on my experience organising an international public engagement festival as a doctoral researcher specialising in interactional research, sharing my observations and insights on accessible research communication strategies. Initially immersed in producing academic outputs and assuming that engaging with potential users was not part of my role as a doctoral researcher, my experience of organising the Pint of Science festival shifted my perspective on the societal relevance of my work. Central to this reflection is the importance of fostering a cross-disciplinary, cross-level team environment that encourages diverse perspectives and collaborative decision-making. Another key takeaway from my involvement in the festival is the power of accessible communication strategies, like multimodal metaphors, in making complex research comprehensible and engaging to a non-specialist audience. This reflection also touches upon my preliminary thoughts on the need for a creative and transdisciplinary approach to research communication, where knowledge and research communication strategies are co-created with non-academic stakeholders. Ultimately, I allude to how research culture can evolve to be more inclusive and participatory, ensuring that research is communicated in a way that leads to a tangible societal impact beyond academia
Facilitating Practice-Led Research Culture in Initial Teacher Training: The case of Agile Research Teams (ARTs)
No full textThis critical reflection examines how a team of academics began to tackle the challenge of developing research culture among their professions-facing colleagues through two interconnected initiatives. It presents the theoretical underpinning of Facilitated Practice-based Research (FPR ©University of Sunderland) and its practical implementation through Research Culture Roundtable (RCR) events and subsequent formation of Agile Research Teams (ARTs). Drawing on contemporary debates around research excellence and practitioner-researcher identity, it explores how structured collaboration can support academics in integrating their practical and scholarly expertise. The ARTs model enables manageable, time-bound participation in research projects while building sustainable research capacity. Initial outcomes demonstrate the potential of this approach for developing research confidence and creating a more inclusive research community. The authors conclude that supporting practitioner-researchers through facilitated, practice-led initiatives can enhance both individual development and institutional research culture, particularly in teaching-intensive settings.
Funding Acknowledgement
This research was supported by internal research grants provided by the University of Sunderland UKRI Enhancing Research Culture Fund 2024