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Review of \u27East West Street: On the Origins of Genocide and Crimes Against Humanity\u27 by Philippe Sands (Weidenfield and Nicolson, 2016)
No full text‘The protection of the individual, and the idea of individual criminal responsibility for the worst crimes, would be part of the new legal order. The sovereignty of the state would no longer provide absolute refuge for crimes on such a scale, in theory at least’. (East West Street)
First published in 2017, Philippe Sands’ East West Street is a moving and unforgettable story that interweaves a deeply painful and personal journey into the history of his family living under Nazi rule, with a parallel journey that traces the origins of the legal concepts of ‘genocide’ and ‘crimes against humanity’. These concepts have since come to form the foundations of international human rights law and could not hold more resonance today as we enter a dangerous period marked by the slide towards authoritarianism and the retreat from an international rules-based world order created painstakingly in the aftermath of the holocaust and the second world war
Western Philosophy and the Global South: Apropos Dussel’s anti-Cartesian Meditations.
Full text linkThis article is a succinct exploration of the critical anti-Cartesian disposition exemplified by the Argentinian-Mexican philosopher Enrique Dussel (1934-2023), one of the leading voices of the Philosophy of Liberation. The Dusselian disposition is to historicize, “contaminate” and open up the historical field to thus include the Early Modern / colonial period within and against the exclusive frame of continental-European philosophy, or rather the universalist pretensions of the West. Circumscriptions matter: Global South, Third World, Indias Occidentales, Latin America. We are dealing with different names for the spatialization of a series of subordinations denounced by Dussel and others. This article develops one such dissident Latin American perspectivism vis-à-vis René Descartes (1596-1650), one, if not “the” foundational "beginning" of "modern philosophy." We are dealing with a critique of those Eurocentric foundational principles without falling for easy seductions and dilemmas that reach us today. What is the Cartesian problem? Or is it ours? Is Latin America philosophical? Is it Western proper? Is it self-constitutive? The category of the “West” demands a critical interrogation in between geopolitical tensions and myriad popular-culture articulations. We may put Dusselian polemics and protestations vis-à-vis Eurocentrism, also in its hegemonic US-led varieties. The theoretical "dance" of prefixes (anti, post-, de-, pluri-, trans-, inter-) accompanies the big binary modernity/coloniality
Glad to the Brink of Fear: A Portrait of Ralph Waldo Emerson
Full text linkBOOK REVIEW: Marcus, James. Glad to the Brink of Fear: A Portrait of Ralph Waldo Emerson. Princeton UP, 2024
Infinite Greed: The Inhuman Selfishness of Capital
Full text linkBook Review of: Johnston, A. (2024). Infinite greed: The inhuman selfishness of capital. Columbia University Press
Superior Empiricism (Historical Archive)
No full textWhen citing these papers, be aware of using the right name, title, and pages of each one.
Contents
Matisse with Dewey and Deleuze - ERIC ALLIEZ and JEAN-CLAUDE BONNE
Between Geophilosophy and Political Physiology - JOHN PROTEVI
Facticity and contingency in Louis Althusser\u27s Aleatory Materialism - MAX HENNINGER
lmmanent Description and Writing From... - STUART GRANT
Lights in the Dark: The Radical Empiricism of Emmanuel Levinas and William James - MEGAN CRAIG
Empiricism, Facticity, and the lmmanence of Life in Dilthey - ERIC SEAN NELSON
Duns Scotus\u27 Concept of the Univocity of Being: Another Look - PHILIP TONNER
Schelling\u27s Positive Empiricism - RASMUS UGILT
Spinoza\u27s Third Kind of Knowledge as a Resource for Schelling\u27s Empiricism - CHRIS LAUER
What is Transcendental Empiricism? Deleuze and Sartre on Bergson - GIOVANNA GIOLI
A Superior Empiricism: The Subject and Experimentation - SIMONE BIGNALL
Reviews The Politics of Creation: Peter Hallward\u27s Deleuze and the Philosophy of Creation -HENRY SOMERS-HALL
Radiance and Vulnerability: On Reading Dorothea Olkowski\u27s The Universal (in the Realm of the Sensible) - JOSEPH D. KUZMA
Stephen Zepke\u27s Art as Abstract Machine and Simon O\u27Sullivan\u27s Art Encounters Deleuze and Guattari - DARREN AMBROSE
Sense and Nonsense
Full text linkWhen citing these papers, be aware of using the right name, title, and pages of each one.
Contents
The Expression of Meaning in Deleuze\u27s Ontological Proposition - RAY BRASSIER
Expression and lmmanence - MIGUEL DE BEISTEGUI Nonsense and Mysticism in Wittgenstein\u27s Tractatus - ANGELA BREITENBACH Epistemology and the Civil Union of Sense and Self-Contradiction: A Co-ordinated Solution to the shared problems of Political and Mainstream Epistemology - JEREMY BARRIS
Presuppositioness Scepticism - IOANNIS TRISOKKAS
Varia
Essay on Transcendental Philosophy: Short Overview of the Whole Work; On the Categories; Antinomies. ldeas. - SALOMON MAIMON Conflicted Matter: Jacques Lacan and the Challenge of Secularising Materialism - ADRIAN O. JOHNSTON
Alain Badiou: Truth, Mathematics, and the Claim of Reason - CHRISTOPHER NORRIS
On the Horrors of Realism: An lnterview with Graham Harman - TOM SPARROW
Reviews Earth Aesthesis: Sallis\u27 Topographies and the Aesthetics of the Earth - BOBBY GEORGE The Natural History of the Unthinged: lain Grant\u27s Philosophies of Nature After Schelling - JAMES TRAFFORD
Jay Lampert\u27s Deleuze and Guattari\u27s Philosophy of History - GIOVANNA GIOLI and MATTHEW DENNI
READING GROUPS AS SPACES OF LEARNING AND RESISTANCE: CARE EMOTIONS AND FEMINISM IN EAP
Full text linkCare, emotions and feminism are critical concepts in the English for Academic Purposes (EAP) landscape. However, to date they have existed largely on the periphery, seldom given equal standing alongside more traditional EAP areas of focus. Recognizing the need for change, this article is the result of a dialogic inquiry of four female academics from different UK Higher education institutions who met via a conference reading group foregrounding these topics at the 2023 BALEAP conference.
Our investigation explored the role of reading groups in our professional practice and development. In particular, their potential as ‘counter-sites’ (Foucault, 1986) or spaces of radical possibility for self-directed learning, community building and resistance to increasing encroachment on academic autonomy and the commercialisation of academic labour. Underpinning our reflections and dialogues were three pivotal texts selected for this conference reading session. These explored care as a central academic value (Tuck, 2018), emotions as activism (Benesch, 2020), and the ‘disruptive potential’ of feminism (Cerdá, 2020: 216). As discussion lies at the heart of any reading group, we adopted a methodology which centres dialogue and polyvocality, allowing for the researchers’ individual voices to be heard and seen: duoethnography (Sawyer & Norris, 2013). Accordingly, we present our inquiry as duoethnographers often do (e.g., Lowe and Lawrence, 2020), via scripted dialogues.
The analysis is organised into four thematic sections, positioned as ‘stepping stones’: socialisation into EAP, developing as an EAP practitioner, gendered experiences: tensions and power struggles, and community, belonging and finding a home. Each section begins with a brief introduction and concludes with a reflective summary to guide the reader. The dialogues, however, are the core elements of the write-up, designed to engage the reader in an ongoing conversation, prompting reflection on personal experiences and understandings.
We invite you, the reader, to join this conversation. Reflecting on and sharing your own insights will bring discussions around care, emotions and feminism to the fore. We believe this meaningful development and expansion of core EAP discourses will enrich our professional and academic community for all.
Spaces within spaces: Teaching French culture from a British-Mauritianperspective and its relationship with GTA liminality and identity
Full text linkDue to its varying nature, GTA positionality and teacher identity and how it is understood is a notoriously difficult subject. Though this can provide GTAs with unique experiences, it also means that we have to navigate these identity tensions on a daily basis, and navigate this liminality and the spaces it inhabits. Liminality, a term developed by anthropologist Victor Turner, can be defined as ‘neither here nor there, betwixt and between the positions assigned and arrayed by law, custom, convention, and ceremonial’, and is a term that continues to be used in the field of anthropology and wider afield. The majority of literature has identified how this can be a problematic term, with GTAs being both part of and absent from the literature. This paper has no intention of disagreeing with that, but it does seek to offer a more positive outlook and personal reflection on the matter. In this paper, I will argue that we can use our own personal liminalities as an asset in navigating GTA liminality. In order to illustrate this, I will use my own identity as a British-born Mauritian and how it informs my teaching of French culture as an example. The paper will first engage with what we mean by (GTA) liminality, before moving onto how I perceive this in the light of my own liminalities. I will then reflect on how this was received at the Warwick PGT Conference 2025, how this has caused me to further reflect on my experiences, and how these personal reflections connect to broader reflections on GTA teaching practice and identity
Pause, Reflect, Dialogue: AI as a Reflective Partner in GTA Teaching Practice
Full text linkThis paper explores how structured, intentional reflection can help Graduate Teaching Assistants (GTAs) navigate fragmented teaching roles and develop stronger professional identities. Drawing on Schön’s (1983) and Killion and Todnem’s (1991) models of reflection, I adapted the Five-Minute Reflection Rule— brief, focused reflections before and after teaching sessions—to build sustainable habits that foster agency, confidence, and pedagogical intentionality. Extending Brookfield’s (1995) four lenses, I incorporated generative artificial intelligence (AI) tools such as ChatGPT and Grok as dialogic partners. Rather than producing content, these tools acted as reflective scaffolds, prompting new questions, surfacing blind spots, and reframing teaching dilemmas. Through examples from my GTA experience, I show how combining structured reflection with AI-mediated dialogue produced tangible classroom changes while exposing the limitations and risks of algorithmic input. I propose a sociotechnical lens as an extension to existing reflective frameworks, emphasizing how human reflection and technological mediation co-construct reflective processes. Ethical concerns—including bias, data privacy, and institutional responsibility for AI literacy—are also addressed. I argue that when approached critically and complementarily, AI can lower barriers to reflection and enrich professional learning without replacing the relational and dialogic dimensions of human reflection. For GTAs and early-career educators, even five minutes of disciplined, critically informed reflection can transform teaching practice and identity formation