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IATL at 15: Educational Innovation Then, Now and in the Future
No full textThe paper traces the evolution of the Institute for Advanced Teaching and Learning (IATL) at the University of Warwick as it marks its 15th anniversary. Since its formation in 2010, IATL has served as a catalyst for educational innovation, championing interdisciplinary learning, undergraduate research and student–staff co-creation. The authors reflect on IATL’s foundations in Open-Space Learning (OSL) and Student-as-Producer, its development as an academic department and its influence on sector-wide conversations about agential learning and innovative assessment. They conclude with a discussion of possible directions of travel for educational innovation in the next decade, including the challenges and opportunities of artificial intelligence
From Clicks to Connections: Applying Activity Theory to Multimodal Materials Design for GTA Development
Get PDFGraduate Teaching Assistants (GTAs) often occupy a liminal space in higher education, tasked with delivering high-quality teaching while receiving limited formal training or pedagogical development. This uneven provision, often shaped by departmental discretion, intersects with the pressures GTAs face to progress in their research, develop their teaching practice, and manage time and wellbeing. In response to this gap, I designed a series of multimodal units, delivered asynchronously, to offer more accessible, flexible, and supportive professional learning opportunities. These units drew on the best principles of online learning (Nilson & Goodson, 2018) and were underpinned by a commitment to personalisation, accessibility, and community-building. To evaluate the impact and limitations of this intervention, I draw upon Carabantes’ (2024) Activity Theory framework to critically analyse and design contextually relevant materials, moving beyond static curricular prescriptions toward dynamic, need-responsive pedagogies. In this reflection, I critically examine the contradictions and affordances, ranging from institutional constraints (limited training, time, and recognition) to the mediating tools employed (e.g., Rise, ChatGPT-generated visuals, Padlet). I argue that Activity Theory not only makes visible the tensions in GTA learning contexts but also supported design choices that enhanced engagement and agency through personalisation, accessibility, and community-oriented tasks. This reflection situates material development as a deeply relational and political act, one that demands awareness of power, equity, and evolving identities in higher education. By focusing on multimodal learning design as a third-space intervention (Whitchurch, 2008), I suggest that GTAs’ professional learning can be enriched when self-study material design is treated not as an afterthought, but as a central, theory-informed element of pedagogical practice. I conclude with implications for the professionalisation of postgraduate teachers and a call to reimagine materials development training within GTA programmes
Translanguaging, Literary Multilingualism and Exophony in Translation
No full textThis article focuses on the new term of ‘translanguaging’, first developed in applied linguistics and then critically discussed in critical multilingualism studies. The term foregrounds language use as opposed to language competence. In this way, translanguaging is understood as shaking up the commonly received ideas about standardised language. With such a term, new avenues of thought and research open up to better understand multilingual practices. The new proposed way of regarding multilingual practices as more ‘energeia’, processual, and varied – instead of a fixed entity or tool – takes centre-stage in this article. I analyse the term ‘translanguaging’ by way of two practices, literary translation on the one hand and exophony on the other hand. In choosing these two practices, I ask how can translanguaging help bring down old-established epistemic walls such as clear-cut ideas about Jakobson’s intra- and interlingual translation. These terminologies will thus be analysed by way of multi- and translingual texts to discuss the extent to which translanguaging practices can challenge current ideas about literary translation and multilingualism. In my discussion, I focus on two Brazilian authors; firstly, on Wilson Bueno’s Mar Paraguayo alongside its translation Paraguayan Sea by Erín Moure, and secondly, on Geovani Martins’s O Sol Na Cabeça alongside its translation The Sun on my Head by Julia Sanches. I show how a translanguaging approach does justice to the way in which these authors and narrators speak in their own languages as well as in and between other languages than their own (exophony). I draw on examples showing how the translators have gone about these particularities, at once reflecting on the process of creative writing and literary translation as an open-ended practice
Research Culture: People, process, impact...and knowledge too?
No full textSubjective formulation of research culture drives momentum for positive person-centred change. A common articulation is one, which emphasises cultural problems arising from overemphasis of the ‘lone academic’, exploitation of ‘lesser-academics’ and invisibility of enabling roles. This article considers systemic implications of this dominant narrative for research leaders and research leadership, giving specific attention to the nature, status and visibility of knowledge and its accompanying dynamics.
Two contrasting cultural formulations are considered respectively as ‘People, Process and Impact’ and ‘The Knowledge View’ with corresponding conceptual models proposed as ‘Social Benefit Factory’ and ‘Knowledge Cooperative’. Concern is raised at the apparent dominance of the factory model within research culture discourse, and a vision is presented for the development of a balancing knowledge conversation: both to engage interdisciplinary thinking on research culture, and to contribute directly to cultural discourse. Opportunities for the latter are considered briefly in relation to research leadership, objectivity and collegiality. The author attended the International Research Cultures Conference to gain a sense of the agenda and to co-locate his professional interests. This reflective response to the event is grounded in personal academic practice rather than academic specialism. It aims to invite connections and conversation. It is at the same time a preliminary conceptual inquiry into the nature and flux of academic boundaries, whether subjective, objective, practical or institutional.
Funding Acknowledgement
The author thanks funding for the activities and experiences, which have informed this article from the EPSRC (EP/P006892/1, EP/R025983/1 and EP/V051458/1) and the Department of Chemical and Biological Engineering (University of Sheffield)
We Are All Afghanistan: Afghan Women Leaders Reflect on the Past and the Way Forward
Get PDFOn October 15, 2021, Women\u27s Learning Partnership (WLP) convened an online, public conversation with former Minister for Women\u27s Affairs in Afghanistan, Sima Samar, and former Governer of Bamyan Province, Habiba Sarabi, moderated by former UNFPA Executive Director Thoraya Obaid and WLP Founder and President Mahnaz Afkhami. Audience members were from around the world, including directors of WLP’s partner organizations in Asia, Central Asia, Latin America, and the Middle East. A question and answer session, moderated by WLP Executive Director, Allison Horowski, followed the conversation
The Influence of Harness Design on Forelimb Biomechanics in Pet Dogs
No full textDog harnesses are a popular walking aid for pet dogs. Research has focused on the biomechanical impact of assistance dog harnesses; however, this is lacking in the pet dog harness industry. This study aimed to explore the impact of six different harness types on canine biomechanics compared to a standard (base) collar, specifically analysing shoulder extension, shoulder flexion, elbow extension and elbow flexion. A high-speed recording device recorded a total of 21 videos per dog (n=30), and analysis demonstrated that the straight-front harness allowed for the most elbow and shoulder extension and flexion, whereas the front clip allowed for the least elbow and shoulder flexion and extension. By directly comparing the six harnesses, three of which are new to research inclusion, the evidence drawn demonstrates which harnesses should be utilised more and which should potentially be avoided. These results provide a foundation for future research, and recommendations have been outlined, specifically considering breed difference, morphological impacts and long-term effects of harness design on canine gait. With advancements in the canine industry, this research is crucial for maximising safety and potentially preventing or delaying various musculoskeletal disorders
Il verso breve nella poesia italiana del Duemila
No full textL’articolo prende in esame alcune tipologie di verso (libero) breve nella poesia italiana del Duemila. Si individua innanzitutto una tipologia di verso breve in cui tratti di leggerezza formale (cantabilità, ritmi facili, rime) stridono con contenuti violenti, oscuri e drammatici; questo straniamento è verificato su poesie di Alessandra Carnaroli e Vito Bonito. La seconda tipologia analizzata è quella del verso breve spezzato, tragico, come da tradizione ungarettiana o celaniana, qui studiato nelle sue realizzazioni nella poesia di Laura Pugno, Giovanna Marmo e Mario Benedetti. Infine, l’ultima, duplice tipologia è quella di un verso breve informale, segmentato in modo apparentemente – o effettivamente – arbitrario e casuale (si prende come esempio Carlo Bordini), e quella di un verso breve procedurale, dove l’arbitrio consiste nello stabilire a monte un principio che viene poi applicato in modo sistematico (esempi da Italo Testa e Michele Zaffarano).
This article analyses some typologies of (free) short verse in 21th century Italian poetry. The first typology is a short verse in which traits of formal lightness (easy rhythms, rhymes) clash with violent, dark and dramatic contents (examples from poems of Alessandra Carnaroli and Vito Bonito). The second typology is a broken, tragic short verse, close to Ungaretti’s and Celan’s verse (examples from poems of Laura Pugno, Giovanna Marmo and Mario Benedetti). Finally, there is a double typology: an informal short verse, segmented in an apparently arbitrary and random way (Carlo Bordini is taken as an example), and a procedural short verse, which consists in a mechanical application of an arbitrary principle (examples from Italo Testa and Michele Zaffarano)
«Immaginando di poter immaginare»: I poemetti allegorici e civili di Patrizia Cavalli
No full textAbstract
Il contributo si focalizza sui poemetti di Patrizia Cavalli, con particolare attenzione per quelli del Duemila. La macrostruttura poematica viene posta in relazione con le strutture spaziali in cui si muove l’io monologante per mettere a fuoco i modi in cui Cavalli plasma la forma del poemetto, innestandovi tanto il pedale epigrammatico quanto quello teatrale. In conclusione, l’articolo mostra come la dimensione poematica diventi essa stessa lo spazio allegorico della costruzione di una soggettività che, interrogante e argomentante, muove dal margine e dalla singolarità e si avvale di una serie di scarti ironici e spaesamenti domestici per tracciare il perimetro di una fragile identità comunitaria.
English title: ‘Imagining the Possibility of Imagining’ – The Allegorical and Civic Poemetti of Patrizia CavalliEnglish abstract: The contribution focuses on the short poems of Patrizia Cavalli, with particular attention to those from the 2000s. The macro-structure of the poem is related to the spatial structures in which the monologuing "I" moves, in order to highlight the ways in which Cavalli shapes the form of the short poem, incorporating both the epigrammatic and theatrical elements. In conclusion, the article demonstrates how the poetic dimension itself becomes the allegorical space for constructing a subjectivity that, questioning and arguing, moves from the margin and singularity, using a series of ironic shifts and domestic disorientations to outline the perimeter of a fragile communal identity
Higher education and indigenous and afro-descendant peoples as a field of study and intervention in Latin America
Get PDFSince 2008, there has been a notable increase in studies on processes of inclusion, retention and graduation of indigenous students in higher education in Latin America; a growing interest in research and university extension activities in collaboration with indigenous and Afro-descendant communities; and the establishment of intercultural academic spaces in the region. This article offers a literature review analysis of this field of study and intervention, elaborated in Spanish and Portuguese in the framework of Latin American institutions. This analysis identifies the various voices, analytical perspectives, lines of research, conceptual debates and contributions that enrich the understanding of some types of experiences in this field, often described as \u27intercultural\u27, and others usually considered as educational inclusion of indigenous and Afro-descendant populations in the field of Higher Education in Latin America. The literature review reveals that much of this research is the result of collaborative work between diverse actors committed to promoting intercultural perspectives at the higher education level, and reflects the historical struggles sustained by these peoples as the fundamental structuring component of these experiences. It is concluded that the increase in research and interventions makes it plausible to postulate and describe the consolidation of a specific field of study and intervention for Latin America, which can be defined as \u27Higher Education, Indigenous and Afro-descendant Peoples\u27 and that the experiences analysed reflect a particular and historical link between university systems and Indigenous and Afro-descendant Peoples in Latin America
Ensuring That no Child is Left Behind: Capitalizing on Existing Justice Pathways to Accelerate Progress Towards SDG Goal 16
Get PDFThis paper evaluates how customary justice systems align with juvenile justice standards as set out in the Beijing Rules. It considers a dataset of 3,894 interviews conducted by the Terre des hommes foundation with 259 customary actors in Afghanistan, Egypt, Lebanon, Burkina Faso, the West Bank and Gaza Strip. It is argued that reforming customary systems to better resemble access to justice mechanisms — at least from a child welfare perspective — may be wrongheaded. Instead, customary justice systems might be conceptualised as a potential juvenile justice tool. From an efficiency and scalability perspective, such an approach has intuitive appeal. As well as handling a majority of dispute resolution, these systems naturally divert children away from formal legal processes, shield them from detention, facilitate rehabilitation and promote reintegration. The question should hence be how current policies and programming might be reconceptualized to capitalize on customary justice systems as a response to the deficits in juvenile justice in the developing world