1,722,489 research outputs found
Review of Archaeological Investigations in the Protohistoric and Historical Archaeology of Vidarbha
No full textReshmi Sawant, "Review of Archaeological Investigations in the Protohistoric and Historical Archaeology of Vidarbha," Man and Environment 35, no. 2 (2010): 45-65
Not So Minor Feelings
Get PDFThis creative nonfiction essay by Reshmi Dutt-Ballerstadt about race, silencing, and families originally appeared in Entropy
Colonized Loyalty: Asian American Anti-Blackness and Complicity
Get PDFIn this essay, Reshmi Dutt-Ballerstad argues that solidarity between and within communities of color remains our only chance to fight against the brutal and insidious forces of racism, white supremacy and racial capitalism
Reshmi Dutta-Flanders, The Language of Suspense in Crime Fiction. A Linguistic Stylistic Approach
Get PDFReshmi Dutta-Flanders, The Language of Suspense in Crime Fiction. A Linguistic Stylistic Approach
(London, Palgrave Macmillan, 2017, 500 pp. ISBN 978-1-137-47027-0)
by Esterino Adam
Things Falling Apart: Free Speech and the (In)Civility of Disruptions on College Campuses
No full textDr. Reshmi Dutt-Ballerstadt (professor of English at Linfield College) discusses the relationship between free speech and the moral and ethical obligations that a college campus must uphold in order to protect the public good
Challenging Calls for Civility
Get PDFIn conjunction with her article When Free Speech Disrupts Diversity Initiatives: What We Value and What We Do Not, Reshmi Dutt-Ballerstadt writes about civility codes and free speech for Academe Blog
The Anxious Canon: Post 9/11 Literatures
No full textDr. Reshmi Dutt-Ballerstadt (professor of English at Linfield College) discusses the various modes of anxiety and repercussions produced by 9/11 and the war on terror on the lives of ordinary citizens, witnesses, and bystanders. She explains how these presumed suspects are being represented in the emerging genre called 9/11 literatures
Implicit Bias Training for Woke Faculty
Get PDFDr. Reshmi Dutt-Ballerstadt pens a satirical memo from higher education administrators to faculty regarding implicit bias training.
This essay originally appeared as part of Conditionally Accepted, a career advice blog for Inside Higher Ed providing news, information, personal stories, and resources for scholars who are, at best, conditionally accepted in academe. Conditionally Accepted is an anti-racist, pro-feminist, pro-queer, anti-transphobic, anti-fatphobic, anti-ableist, anti-ageist, anti-classist, and anti-xenophobic online community
A new species of the hermit crab genus Paguristes Dana, 1851 (Crustacea: Decapoda: Anomura: Diogenidae) from southwestern India
No full textKomai, Tomoyuki, Reshmi, Rema, Kumar, Appukuttannair Biju (2015): A new species of the hermit crab genus Paguristes Dana, 1851 (Crustacea: Decapoda: Anomura: Diogenidae) from southwestern India. Zootaxa 3937 (3): 517-532, DOI: 10.11646/zootaxa.3937.3.
Precarious inclusion: a collaborative account of casualisation and teaching leadership challenges at the post-pandemic university
Get PDFPurpose: this paper emerged from the challenges encountered by both authors as academics during the COVID-19 pandemic and beyond. Based on their subsequent reflections on inclusion in education for minoritised academics in pandemic-affected institutional contexts, they argue that beyond student-centred foci for inclusion, equity in the field, is equally significant for diverse teachers. Working as tempered radicals, they contend that anything less is exclusionary. Design/methodology/approach: using a reciprocal interview method and drawing on Freirean ideals of dialogue and education as freedom from oppression, the authors offer dual perspectives from specific positionings as a non-tenured woman academic of colour and a tenured staff member with a disability. Findings: in framing this work dialogically and through Freirean ideals of conscientização, the authors' collective discussions politicise personal experiences of marginalisation in the teaching and researching of inclusion in education for preservice teachers, or more pointedly, in demonstrating the responsibility of all to orientate towards context-dependent inclusive practices. They assert that to enable educators to develop inclusion-oriented practice, the contextual frameworks need to ensure that they question their own experiences of inclusion as potentially precarious to enable meaningful teaching practice. Research limitations/implications: it offers perspectives drawing on race, dis/ability and gender drawing on two voices. The bivocal perspective is in itself limitation. It is also located within a very Australian context. However, it does have the scope to be applied globally and there is opportunity to further develop the argument using more intersectional variables. Practical implications: the paper clearly highlights that universities require a sharper understanding of diversity, and minoritised staff's quotidian negotiations of marginalisations. Concomitantly inclusion and valuing of the epistemologies of minoritised groups facilitate meaningful participation of these groups in higher education contexts.Social implications: this article calls for a more nuanced, empathetic and critical understanding of issues related to race and disability within Australian and global academe. This is much required given rapidly shifting demographics within Australian and other higher education contexts, as well as the global migration trajectories. Originality/value: this is an original research submission which contributes to debates around race and disability in HE. It has the potential to provoke further conversations and incorporates both hope and realism while stressing collaboration within the academic ecosystem to build metaphorical spaces of inclusion for the minoritised.</p
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