University of Warwick Press: Journals
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CAN WE TALK ABOUT RACISIM IN EAP?
Full text link‘Can we talk about racism in EAP?’ reflects on the Community Session of the same name at the BALEAP 2023 Biennial Conference. Using JPB Gerald’s talk ‘Bad at English’ (2021) as a stimulus, the session invited discussion on the challenges and benefits of integrating anti-racist pedagogy into EAP curricula. Questions explored included the extent to which ideas around linguistic deficit are linked to racism, the potentially compromised role of EAP practitioners when adopting a raciolinguistic perspective, and to extent to which raciolinguistic theories developed in a US context are more broadly applicable. Reflections from the session reiterated the importance of addressing coloniality and racism in EAP and provided powerful evidence of the session’s impact. However, the discomfort and resistance some educators expressed when these issues were raised highlight that much work remains to be done. This write-up contends that EAP and anglophone academia are rooted in the legacies of British and US imperialism and White supremacy, which continue to shape discriminatory policies and practices in language education and perpetuate the dominance of raciolinguistic ideologies such as native-speakerism and monolingualism. It concludes by advocating for EAP educators to embrace the political nature of language education and adopt a raciolinguistic perspective to challenge colonial legacies and work towards dismantling systemic racial and linguistic inequities in EAP and beyond
BRIDGING THE GAP: FOSTERING SOCIAL JUSTICE THROUGH INCLUSIVE RESEARCH SPACES
Full text linkThis paper discusses a project aimed at integrating social justice into an English for Academic Purposes (EAP) course. Initially conceived as an in-house initiative, the project evolved into a research grant proposal, ultimately enabling a group of hourly-paid pre-sessional teachers to transition from passive recipients of course materials to active participants in the creation and evaluation of course content. The authors emphasise the importance of the teaching-research nexus, as highlighted by McKinley (2019), advocating for practice-based research that reflects real classroom contexts rather than idealised studies. Throughout the project, the teachers gained confidence and developed a stronger connection to mainstream academia, leading to significant professional growth, including one participant securing a permanent university position. The project not only addressed issues of equality, diversity, and inclusivity but also showcased the transformative impact of collaborative research on educators\u27 careers and their engagement with the academic community
Antifeminism as a Human Right? On the Reinterpretation of Human Rights Discourse by Conservative and Far-Right Actors
Full text linkThis article examines the strategic appropriation and ideological reframing of human rights discourses by conservative and far-right actors, with a particular focus on Christian fundamentalist networks such as Agenda Europe. While human rights are commonly understood as a universal normative framework designed to promote equality and protect marginalised groups, recent developments suggest that actors opposed to feminist and LGBTIQA+ rights are increasingly mobilising the language and symbolism of human rights to legitimise exclusionary political agendas. The article is based on a close analysis of the policy document Restoring the Natural Order. Its two central aims are as follows. First, it argues that the reinterpretation and appropriation of rights discourses constitute key political strategies within these movements and therefore merit closer scholarly attention. Second, it shows how Christian fundamentalist actors articulate a notion of ‘true human rights’ that are supposedly derived from an immutable ‘natural law.’ Within this framework, rights that conflict with this order - such as access to abortion or the legal recognition of same-sex marriage, are systematically portrayed as illegitimate or ‘false’ rights. The analysis identifies three interrelated tactics used to reframe human rights in this context: delegitimization, reinterpretation and co-optation. These serve not only to undermine specific rights claims, but also to challenge the very foundations of the human rights project by redefining its normative scope along conservative, hierarchical and exclusionary lines. The paper concludes that this ideological reconfiguration poses a significant threat to the inclusive and democratic potential of human rights discourses, particularly feminist achievements
A Feminist Social Work Perspective on Misogyny and the function of Empathy
Full text linkThe social work profession strongly aligns with the concept of human rights being inherent, for all people. This article considers hostile attitudes towards women (misogyny) alongside the function of empathy. When misogyny is normalised in societies, women are more frequently, more severely dehumanised. I argue that the curtailed development of empathy, contributes towards the perception of women as less human, rather than women as inherently holding rights. This is particularly relevant to the social work profession as whilst all women are affected by misogyny, those already in the margins, are most at risk of being treated as sub-human
In the Seminar Space: Navigating Graduate Teaching in Undergraduate Legal Education
Full text linkThis reflective paper examines my evolving pedagogical identity as a Graduate Teaching Assistant (GTA) within a Global North law department, focusing on the facilitation of undergraduate seminars. Grounded in Warwick Law School’s “Law in Context” philosophy, I reflect on a seminar where students critically engaged with the applicability of CEDAW in Global South contexts. This experience demonstrated how legal instruction can move beyond doctrinal delivery to become a dialogic practice shaped by lived experience, social histories, and interdisciplinary critique. Through scaffolded teaching, peer-led activities, and participatory methods, I aim to decentralise authority and foster cumulative learning across diverse student cohorts. Navigating the dual role of postgraduate student and educator involves constant negotiation between institutional expectations and my commitment to feminist-informed pedagogy. I reflect on the emotional labour required to sustain inclusive engagement, respond to student needs, and maintain care and professionalism—labour that is often invisible, unevenly distributed, and unrecognised within formal teaching structures. Drawing on engaged pedagogy and personal experience, I argue that transformative legal education depends not only on intellectual rigour but also on emotional awareness, epistemic humility, and institutional recognition of the relational work performed by early-career educators. By foregrounding the complexities of care, credibility, and co-construction, this paper affirms the pedagogical agency of postgraduate teachers and calls for more socially responsive approaches to legal education
Teaching unfamiliar content can lead to brilliant teaching: Data-led reflections
Full text linkUnfamiliarity constitutes one of the major challenges faced by novice practitioners while constructing teacher identities. It is often associated with the perceived uncertainties and lack of ownership or autonomy in navigating pedagogical complexities. In practice, any module may entail a sense of unfamiliarity for PGR teachers because they are not involved in the content development processes, usually initiated by the senior module leaders. In writing this article, we seek to reflect on our teaching experiences in three academic departments/centres. As our data-led reflections will show, multiple situated complexities play out in our attempts to mitigate the initially perceived unfamiliarity and externally prescribed non-expert role. The overarching aim is to shed light on strategic negotiation and construction of effective Higher Education professional identities while engaging in interdisciplinary practice. Following a qualitative methodological tradition, the data is generated from iterative reflective journaling and a series of peer dialogues, spanning two academic terms. We approach the data inductively via reflexive thematic analysis, highlighting three major themes in the two narrative reflections: 1) taking a humble stance to acknowledge the signature pedagogy of the unfamiliar field; 2) recognising the core threshold concepts from an etic perspective; and 3) fostering a bottom-up awareness of taking the students’ perspectives as near-peers. The data analysis is based on concrete examples to foreground actionable pedagogical recommendations, which are tried and tested in our own professional development. As such, we will argue that teaching unfamiliar content can lead to brilliant teaching
“Dear Former GTA-Self”: Reflections from the Final Chapter of a Graduate Teaching Assistant Journey—from Novice to More Experienced Educator
Full text linkGraduate Teaching Assistants (GTAs) are foundational to teaching practices in Higher Education (HE). Despite their widespread prevalence, academic discourse on GTA development remains largely outward facing, focusing on pedagogical practices and institutional outcomes over individual lived experiences. This article addresses that gap by proposing reflective letter writing as a methodological tool to document and facilitate the complex evolution of GTA experiences, drawing from a place of introspection. The basis of the practice presented in the article is theoretically scaffolded by Kolb\u27s Experiential Learning Cycle (1984), Gibbs\u27 Reflective Cycle (1988), and Brookfield’s Four Lenses of Critical Reflection (2017). The letter format offers a unique and creative medium for GTAs to express detailed insights, particularly engaging with the emotional and relational dimensions of their experiences. The practice is modelled through an illustrative example: a self-written, diary-like letter, addressed to the author’s former GTA-self. This reflects on their GTA experiences at the end of a four-year role in UK HE. The letter offers a personal account of the complexities encountered during the transition from a novice to a more experienced educator. The narrative is organised thematically, examining GTA experiences through the lenses of (i) identity construction, (ii) shifting perspectives on what is considered to be important, (iii) the role of intentional actions leading to self-growth, and (iv) the value of self-reflective practices for individual development. A critical discussion is provided, linking this to scholarly discourse. The work offers insight for those navigating their own GTA journeys, inviting readers to reflect on their trajectories and recognise both shared and divergent experiences. This contributes to a more nuanced understanding of GTA development by championing reflective letter writing as tool for fostering self-awareness and agency, as individuals forge their own pathways and foster transformative impact both for themselves and those who surround them in HE and beyond
Gender Equity and Women Empowerment: A case study of Kudumbashree in Kerala, India
No full textKudumbashree, a pioneering women-centric program in Kerala, India, addresses gender equity through a multifaceted approach. This mission empowers women by providing skill development programmes and fostering micro-enterprises. The programme boasts a three-tiered women\u27s network, offering training in various fields like traditional crafts, hospitality, and IT. These programs equip women with skills for self-employment or salaried work, boosting their economic independence and social mobility. Neighbourhood groups within the network provide a supportive learning environment, crucial for overcoming social barriers faced by women entering the workforce. Kudumbashree also supports micro-enterprises by offering financial aid and training to women entrepreneurs. While successful ventures exist, challenges remain. Limited marketing and branding restrict some enterprises to local markets. Additionally, reaching out to women from underserved communities requires targeted strategies. Collaboration with industry experts, establishing marketing and sales teams, and encouraging innovative business ideas are potential solutions. A supportive business ecosystem at the state level could further empower Kudumbashree women. By addressing these challenges and capitalizing on its strengths, Kudumbashree can continue to empower women, fostering socio-economic transformation in Kerala