University of Warwick Press: Journals
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Transdisciplinarity from Below: Weaving a New Tapestry of Knowledge through Art and Collective Resistance
Get PDFDecolonising research methodologies has expanded opportunities for a more pluriversal world, yet knowledge production still remains controlled by a privileged minority. This piece examines how vivencias (lived experiences) can shift attention and privilege away from dominant forms of knowledge. I offer three examples of transdisciplinary collaborations rooted in grassroots movements, led by Afro-descendant women affected by the armed conflict in Colombia. Despite widespread fears, these women chose to speak out, using art and art-making as means to (re)signify and (re)construct collective memory amid violence. They do not work alone; academics and social actors join these women’s struggles, co-creating knowledge and resistance. These stories show how vivencias expressed through art become tools for weaving alternative knowledges from below and for developing situated, collective knowledge that fosters critical awareness and social change through peaceful resistance. This approach (re)invents research practices rooted in struggles for collective liberation, valuing diverse ways of knowing and being to challenge the dominance of traditional knowledge production and pursue epistemic justice
From Burnout to Balance: Embedding Wellbeing in the Professional Trajectory of GTAs
Get PDFGraduate Teaching Assistants (GTAs) in higher education balance the dual demands of teaching and research, which can foster professional growth yet often lead to overwork and burnout. This reflective paper draws on my experience of teaching professional writing to MA Foreign Language (FL) students at The English and Foreign Languages University (EFLU). It highlights stressors related to workload, mentoring, and balancing institutional expectations with research progress. In response, I implemented four wellbeing strategies: (1) structured feedback windows, (2) realistic goal-setting, (3) peer support networks, and (4) regular reflective practice. Drawing on pedagogical principles from feedback and self-regulated learning research, these strategies enhanced both teaching quality and research productivity. The analysis positions wellbeing not as a reactive response to burnout but as a proactive, integral practice essential for sustaining GTAs’ professional and personal development in higher education
Evolving as a GTA: Teaching, Performing and Identity
Get PDFIn this critical reflection, I will explore the role of identity and performance in shaping my evolution from a novice to an expert GTA. Most early-career GTAs lack confidence in their instructional abilities, but for those who are a minority in academia, this can be compounded by questions about what ‘bringing their whole self to work’ looks like. I initially approached teaching as a performance in which I had to play the role of a ‘neutral’, omniscient guide, masking aspects of myself to maintain perceived authority. As discussed by Lauren Berlant in On the Inconvenience of Other People (2022), the performance of teaching became dissociative, and I constrained myself to teaching the topics I found most straightforward to teach. As my teaching experience grew, I began to branch out from teaching mathematics to (geo)physics, and from small group tutorials to field- classes and lectures. In doing this, I developed not only practical strategies for different scenarios, but also a deeper understanding of how my personal identity as queer and disabled shapes my teaching style. I realised that whilst teaching is in some sense performative, performative need not mean inauthentic or ‘perfect’. By unmasking, I was able to connect better with students and became a more effective teacher. Using milestones and different experiences in my GTA journey as vignettes, I will argue that the evolution from novice to expert is not simply about mastering content or classroom management, but also about learning to teach authentically. I therefore suggest that GTA training ought to recognise how GTAs’ lived experiences can enrich their teaching practice and should support GTAs to develop tools to be as authentic as they wish in their teaching practice
Media literacy: A foundational skill for cultural diplomats
Get PDFThis article argues that media literacy constitutes a foundational skill for cultural diplomacy practitioners, navigating today’s diplomatic landscape that is a complex of global communications. The author examines how twenty-first-century media environments present both opportunities for cross-cultural engagement and challenges of disinformation, echo chambers, and artificial intelligence (AI) manipulation. The article defines media literacy as the ability to access, analyse, evaluate, create, and act using all forms of communication, emphasising its role in developing critical thinking skills and empathy essential for intercultural competence. The author presents the Center for Media Literacy\u27s framework of ‘Five Key Questions and Core Concepts’, demonstrating how this evidence-based approach can enhance cultural diplomacy effectiveness — helping practitioners understand message construction, audience reception, embedded values, and communication purposes. The study showcases practical applications through UNESCO\u27s Media and Information Literacy Alliance and Fulbright\u27s NATO Security Studies Award, illustrating how international organisations integrate media literacy into cultural exchange programs. The author concludes that media literacy skills transcend borders and cultures, supporting global communication, connection, and innovation in an increasingly interconnected world
Rethinking the EU’s Deforestation Regulation: A Fairer Approach to Palm Oil in the Global South
No full textThis paper explores the debate on the European Union’s Deforestation Regulation on the Palm Oil Industry. While most of the existing literature focuses on the implications of the regulation on the Global South, I explore whether the EU is obligated to revise the regulation on moral terms. In addressing this question, I argue that the European Union has a moral obligation to revise the deforestation regulation or find an alternative way of promoting sustainable agri-food production. The justification is in line with the theory of ‘global distributive justice’, where the benefits and burdens of the policy should be fairly distributed, taking into account the nation’s capabilities and historical contributions to the problem
British Conference of Undergraduate Research 2025 Book of Abstracts: Presentations, Posters and Installations
No full textBritish Conference of Undergraduate Research 2025
Book of Abstracts
The British Conference of Undergraduate Research (BCUR) took place over two days, from 9th to 10th April 2025 and was hosted by Newcastle University. Over the two day academic conference students presented their research after having their abstracts reviewed and accepted by academic peer reviewers.
The abstracts from the conference are collected here and provide an overview of the vast array of research subjects across multiple disciplines, from many higher education institutions. The student presenters opted to talk about their research in the form of a presentation, a poster or an installation.
Novelty, Transformation and Change
Get PDFWhen citing these papers, be aware of using the right name, title, and pages of each one.
What does Foucault think is New about Neoliberalism? - JOHN PROTEVI
When Time Preceded Eternity: Schelling\u27s Conversion to History - ASHLEY U. VAUGHT Novelty, Temporality, Negativity: Event-Metaphysics with Jean-Luc Nancy -HAKHAMANESH ZANGENEH
The Possibility of the New: Adornoian Lessons for Psychoanalysis - ADAM ROSEN-CAROLE
Change, Agency, and lnterdependent Affordances: The Outlines of a Modest Ontology - MATTHEW TIESSE The Mouth Freed for Thought - SAMUEL MCAULIFFE The lrruption of Novelty in Badiou\u27s Being and Event: A Dialectical Materialist and Psychoanalytic Response - RICARDO S. GONZALES
Reviews
Europe, or the lnfinite Task by Rodolphe Gasché - BENJAMIN BERGE
I am a Refugee, but I am Not Silent
Get PDFJuly 1, 2025
A very generous friend invited me to the ancient theater of Epidaurus to watch a performance of Antigone. And in this heat and isolation of Athens, why should I have said no? Two hours of driving with an old friend, seeing the beautiful view of the sea and forest, cleared my mind from all thoughts of war and conflict. When we arrived, walking the path and sitting on the same stones where people sat 2500 years ago, away from the modern world, just to watch music and theater, was magical.
While the half-moon was slowly crossing the sky above me, I found myself sitting on the steps of the ancient amphitheater of Epidaurus. The stage was breathtaking. In the middle of the play, down there, between the stones and the wind, Antigone, with a shaky but strong voice, declared her refusal to obey power. She said, “There is a law that existed before you, Creon. A human, divine, unwritten law. I follow that one.