University of Warwick Press: Journals
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Do we need Artificial Pollination if we have Multispecies Justice in the Anthropocene?
No full textThe era we now live in is termed the Anthropocene. Climate change, land use change, pesticide and insecticide use, and pollution are all contributing to pollinator loss. To ensure food crops continue to be pollinated, artificial pollinator technologies are being developed. This article asks the question: do we need artificial pollination if we have multispecies justice in the Anthropocene? Three examples of artificial pollination technologies, Edete, Olombria, and RoboBee, are provided to help address this question. However, the companies designing and developing artificial pollination technologies do not aim to address the underlying problems of pollinator decline such as habitat loss and climate change. Addressing problems such as pollinator loss with the use of digital technology puts humanity onto the course of uncertain futures. For more just futures, there are calls for a turn towards multispecies justice. Considering pollinator loss through the lens of multispecies justice puts us on an altogether different course from that of using artificial pollination. With multispecies justice there is the potential for futures which are democratic, just, diverse, and sustainable for humans and the more-than-human world
Saying Goodbye and Fighting for the Future
No full textThis article is an introduction to the special issue relating to the Anthropocene and More-Than-Human World Writing Workshop Series funded by the British Academy. In it, project lead Catherine Price offers an overview of the project workshops and their contents, and provides a lead in the main content of the issue which is dedicated to outputs from these sessions’ participants. The article concludes with a range of acknowledgements for those who have contributed to the project and the issue in various ways.
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This project was generously funded by the British Academy. Grant number KFSSFKNAW\100008
Mask Wearing: How Can Comparative Political and Economic Factors Account for Differing Rates of COVID-19 Compliance Between Countries?
No full textJob (In)Security: Why Did More People Feel Insecure About Their Jobs During the COVID-19 Pandemic?
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Book Review: Lyons, Daniel Jack (2022) Like a River. Loose Joints
Get PDFThis review discusses a few critical aspects of representing queer individuals from the Amazon forest in the wake of Lyons\u27 book of photographic essays. It is argued that from a scenario of under-representation, the book represents a positive step to enlighten threatened communities, even if as an intermediary step towards native forms of representation and liberation. 
Introduction Streets of Latin America: New Battlegrounds of Change
Get PDFThis article introduces the Streets of Latin America: New Battlegrounds of Change special edition
From Learning to Teaching: Incorporating Cultural Familiarity to Enhance GTA Support for International Students\u27 Learning
Get PDFThe Inclusive Education Model (IEM) is stated as one of the priorities of the Education Strategy at the University of Warwick, and is aimed at enhancing students’ learning experience. Although significant progress has been made in the development of inclusion in education, there are still challenges to overcome to ensure that all students, regardless of their diverse backgrounds, abilities, or circumstances, have equitable access to quality education and are fully included in the learning environment.
To better support inclusive education, the Graduate Teaching Assistant (GTA) scheme at Warwick was implemented with the aim of providing various types of teaching support to postgraduate taught (PGT) students. While carrying out our GTA jobs, the authors noticed that the international postgraduate taught (PGT) students in Education Studies were experiencing some challenges during their studies, often caused by the mismatch/incompatibility between students’ previous education experiences in their home countries and the pedagogical approaches adopted in the UK context. Arguably, these challenges could lead to various barriers that might hinder the students from the current educational environment.
Through this critical reflection, we aim to raise awareness of hidden/invisible challenges that may have been overlooked. As international students are among those who may not feel fully included when pursuing studies in a host country, our objective is to raise awareness of hidden or invisible challenges that might have been overlooked through critical reflection. Our intention is to contribute to establishing an equitable and supportive educational experience for international students with diverse needs and backgrounds. We intend to contribute to the establishment of an equitable and supportive educational experience for international students with diverse needs and backgrounds
