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The arts and humanities (A&H) play a fundamental role in medical education by supporting medical learners' development of core competencies. Like all medical curricula, those integrating the A&H are more likely to achieve the desired outcomes when the learning domains, goals, objectives, activities, and evaluation strategies are well-aligned. Few faculty development programs focus on helping medical educators design A&H curricula in a scholarly manner. The Prism Model, an evidence-based tool, supports educators developing A&H medical curricula in a rigorous way for maximum impact. The model posits that the A&H can serve four pedagogical functions for medical learners: 1) skill mastery, 2) perspective taking, 3) personal insight, and 4) social advocacy. Although this model has been described in the literature, no practical guidance exists for medical educators seeking to apply it to the development of a specific curriculum. This paper provides a step-by-step demonstration of how to use the Prism Model to design an A&H curriculum. Beginning with the first step of selecting a learning domain through the final step of curriculum evaluation, this paper helps medical educators apply the Prism Model to develop A&H curricula with intentionality and rigour to achieve the desired learning outcomes. [ABSTRACT FROM AUTHOR]

This article examines the predictors of gender-specific literature production in the field of social sciences and humanities (SSH). The research used bibliometric information on 1132 gender-related articles by authors with Romanian affiliations. Binary logistic regression shows the individual and institutional factors of a paper's likelihood of including gender-related words in its title. Weak institutionalisation of Gender Studies marks this national context, reflected in the marginal and discontinuous integration in the curriculum of higher-education institutions. Our findings suggest that the female gender of the first or a single author, as well as the authors' affiliation with Romanian universities running master's programmes in Gender Studies, are positively associated with the outcome variable. Likewise, single-author articles have greater odds than co-authored articles of including a reference to gender in their titles. Conversely, articles published in journals in the JIF third quartile of the JCR hierarchy have less chance of having a title that conveys an orientation towards gender-specific research. The implications of our findings suggest that the decision-makers at the level of faculties and research institutes in SSH must focus on creating a facilitating environment for scholarly interest in feminist research. We propose tackling the negative stereotypes regarding feminism's ideological underpinnings and its ostensible lack of epistemological foundation. Romania is a country still facing significant domestic violence and poor gender equality, so these findings have further implications at the societal level. [ABSTRACT FROM AUTHOR]

The question of Tibetan refugees retains a unique matrix in world history. Though many Tibetans have fled from their motherland and settled in various parts of the world, they still believe themselves to be Tibetan citizens. Aaniya Asrani, through her three-part graphic non-fiction series Portraits of Exile, looks at the lives of Tibetans in exile residing in Bylakuppe. It is a geoGraphic novel that combines the spatial qualities of comics with geographical methods and is the first graphic narrative produced in India concerning the Tibetan experience. Asrani uses landscapes as fabrics for expressing the truth of refugeehood, and cultural trauma recalled through individual experiences. The paper attempts to look at Asrani's mapping project from the perspective of Geohumanities; her use of maps, structuring of landscapes, and assertion of identities is looked upon using the lens of narrative cartography, cultural geography, and place identity, respectively. [ABSTRACT FROM AUTHOR]

Racism has been recognised as a threat to patient outcomes, public health, and the healthcare workforce, and health professions (HP) educators and learners alike are seeking effective ways to teach anti-racism in HP education. However, facilitating conversations on race and racism in healthcare contexts can be challenging. Integrative arts and humanities approaches can engage learners in the critical dialogue necessary to educational interventions focused on anti-racism. Discussions of works of visual art, for instance, can leverage visual art as an avenue for indirection to balance introspection and revelation with psychological safety. Structured pedagogical frameworks that emphasise the perspectives and experiences of participants, such as the Visual Thinking Strategies approach, can lead to open-ended and collaborative discussions where participants can safely explore their assumptions in a space that encourages productive discomfort. Visual arts-based programs on anti-racism in HP are limited, though, in part because no collection of images exists to support HP educators in this endeavour. This paper describes the process of developing a digital image library to support HP educators seeking to generate discussions on race and racism as part of anti-racism curricula. We also highlight common themes, best practices, and potential pitfalls associated with use of the image library. [ABSTRACT FROM AUTHOR]

This article considers Australian receptions of C. P. Snow's The Two Cultures and the Scientific Revolution (1959), and of the controversy over the literary critic F. R. Leavis's combative 1962 response to it. Taking a lead from conceptual insights in global histories of science and the history of knowledge, the paper considers the ways knowledge claims iterate differently in different geographic and cultural contexts. Elements of the Snow–Leavis dispute resonated among Australian scientists, cultural critics, journalists and poets, while others did not. Snow's diagnosis of a disciplinary antagonism between the humanities and the sciences was central to Australian receptions of the controversy, but wider political issues, emphasised in much of the more sophisticated historiography of the 'two cultures' as a British-American controversy, were largely ignored. This reception reflected the post-war expansion of Australian higher education, and the shifting relations within it between the humanities and the sciences. [ABSTRACT FROM AUTHOR]

Children and adolescents face increased mental health issues and social isolation, especially within the COVID-19 environment. In response to the current situation, the concept of social and emotional learning (SEL) has shown positive influences on children and adolescents. This paper will provide a brief definition and values of SEL. Then, the authors will suggest the concept of Humanities-Oriented Physical Education (HOPE) as a vehicle for SEL. Following this, under the umbrella of HOPE, this paper will introduce one specific pedagogical model that has the potential for creating successful learning environments for SEL within physical education settings. [ABSTRACT FROM AUTHOR]

Recent Kant scholarship has argued that sympathetic feeling is necessary for the fulfilment of duty (e.g. Fahmy, Sherman, Guyer, and others). This view rests on an incorrect understanding of Kant and the historical context in which he wrote. In this paper, I compare Kant's conception of sympathy with Hume's and Smith's, arguing that Kant adapts central features of Smithian sympathy. I then examine Kant's lectures on ethics and anthropology, arguing that in them we can distinguish between two types of sympathy: one that is instinctual or pre-reflective, which we might call empirical sympathy, and one that is reflective and properly moral, which we might call rational sympathy. On these grounds I reconstruct an account of Kantian sympathy as a cognitive virtue for which feeling may be useful but not necessary, since its primary purpose is to provide information about the well-being of others, leading to action which honours their worth. [ABSTRACT FROM AUTHOR]

This paper investigates how the emotional responses towards research assessment reflect both social position and strategy in the struggle for scientific authority. This is examined through interviews with humanities researchers conducted as a part of a study on the implications for research practice of the Danish Bibliometric Research Indicator (BFI). Drawing on Bourdieu's theory of practice and Scheer and Matthäus' conceptualisation of the affective habitus and emotional practices, our research suggests that emotions can be conceptualized as strategic practices closely tied to the hierarchical position of the researchers. Established researchers deployed emotional practices as a form of resistance against compliance-based research assessment to retain their scientific authority and autonomy, while early-career researchers generally wanted to resist but their precarious positions did not afford them the possibility to do so. The study thus highlights the potential of studying emotions in relation to resistance and reproduction of dominance in higher education. [ABSTRACT FROM AUTHOR]

This paper highlights the erasures of normal-languaging and normal-diversities that mark the contemporary human condition. Its aim is to make visible North-centric assumptions regarding the nature of language by asking what, when, why and where language exists and how it plays out in global-local, analogue-digital timespaces. In particular, the study presented in this paper troubles the interrelated 'webs-of-understandings' regarding language, identity and culture that are embedded in both traditional concepts and neologisms. It illuminates the looped taken-for-grantedness of established and emerging discourses in the Social Sciences and Humanities. Drawing attention to boundary-markings in scholars languaging that have become naturalized, the paper critically appraises how conceptual epistemic hegemonies continue to flourish across northern-southern places-spaces. It thus, also discusses the relevance of such questions in doing research itself. Inspired by an overarching reflection on various 'turns' (like the multilingual-, boundary – and mobility-turns), this paper calls for moving from North-centric knowledge regimes to engaging analytically with global-centric epistemologies where gazing from a mobile-loitering stance is key. This means that this paper poses uncomfortable and revised analytical–methodological questions that potentially destabilize existing global/universal understandings related to language, identity and culture. [ABSTRACT FROM AUTHOR]

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times. [ABSTRACT FROM AUTHOR]

This paper explores the nature of academic research in the Humanities. It questions whether such scholarship has been instrumentalised to a narrowly individualistic, short-termist and action-orientated pursuit – whether, in simpler terms, there is too much writing and not enough reading. In the first part of the paper, the authors argue that such instrumentalisation is evident in the very language we use; we speak of research 'outputs', research 'impacts' and research 'targets', and all of these terms position Humanist scholarship closer to archery than human understanding. In the second part of the paper, Mahon and Henry foreground particularly the relationship between scholarship and silence as well as the importance of close and careful reading. Throughout the paper, the authors draw on the work of Ralph Waldo Emerson and Stanley Cavell in order to highlight a more edifying framework for research in the Humanities – one that might resist the darker impulses of a marketised academy. [ABSTRACT FROM AUTHOR]

Over half a million people in the United States enter homelessness every night. These rates rise in large metropolitan cities with intolerable outdoor living weather conditions. We blame the impoverished for their position and punish them as a society. For example, some states would instead treat homelessness as a criminal offense to wipe it clean from the city. In Spring 2021, Austin, TX, passed Proposition B, legislation treating homelessness as a criminal offense (Austin City Manager, 2021). This paper will analyze Save Austin Now's (SAN) website through a rhetorical critique utilizing Walter Fisher's narrative paradigm and The Five Faces of Oppression by Iris Marion Young. These theories provide a lens to analyze the languages of hate and oppression SAN uses on its website to sway Austin voters to pass Proposition B and further displace Austin's ever-growing homeless population. It was discovered SAN's campaign was successful because of narratives around violence, crime, and personal deficits toward those experiencing homelessness. We can shift this narrative with public information and awareness campaigns, humanizing unhoused people. This research provides new insight into changing public opinion, altering policy, and creating common values. We promote a more humanizing engagement when we have a more informed citizenry. [ABSTRACT FROM AUTHOR]

Mathematics is not just the queen of the sciences; it permeates through art, commerce, and in fact, every aspect of modern life. However, while we as mathematicians see beauty in the mathematical way of thinking and problem-solving, our students tend to think of mathematics as a set of rules and abstract computations. Our pleasure of doing mathematics usually does not transfer over to our students. In this paper, we describe two liberal arts general education courses which seek to develop a broad appreciation of mathematics for students who may not require any technical mathematics course for their academic major or chosen career path. We present mathematics as it relates to everyday life, with the goal of improving student appreciation of mathematics. [ABSTRACT FROM AUTHOR]

This paper conceptualises and explores 'the art of critique' in student writing in the humanities and social sciences [Foucault 1997. "What is Critique?" In: The Politics of Truth. English Translation. Translated from French by Lysa Hocroth & Catherine Porter. In Dits et Ecrits for original French. Los Angeles: Semiotexte. Accessed July 10, 2015. http://anthropos-lab.net/wp/wp-content/uploads/2011/12/Foucault-Critique.pdf]. Its starting principle is that education lacks vigour without an understanding of how to play with and disrupt the rules of Western reason, as well as respect them: a practice of playing and interrupting the same to generate something new that is beyond 'use-value' [Derrida 2006. Specters of Marx. New York: Routledge Classics, 201] yet can also be used to signify 'use-value'. Fundamental to this idea is the question of the 'agency' of the subject in orders of discourse, oscillating between consent and resistance. To conceptualise the dynamics of interrupting the historical traditions of academic writing more closely, Foucault's notion of 'care of the self' and Derrida's field of analysis, deconstruction, are interrogated. A few examples of such dynamics in student work are then tentatively presented as heuristics for catalysing the 'art of critique' in writing. [ABSTRACT FROM AUTHOR]

This paper proposes that journalism scholars adopt joy as an explicit news value and adjust their epistemological and methodological approaches to news accordingly. Establishing that normative conceptions and practices of news tend toward the negative, the paper upends what journalism should privilege—reorienting the minds of journalists and audiences toward affective characteristics of people and events that evoke well-being, delight, and courage. Naming joy as a news value means recognizing the contingent and constructed nature of existing news values, embracing the "affective turn" foregrounding emotion and feeling in media research, and conceiving joy as a deep and resonant approach to life's challenges—not just a "feel-good" distraction. The paper offers proof-of-concept cases locating journalism along joyful dimensions of perspective, humility, humor, acceptance, forgiveness, gratitude, compassion, and generosity. It concludes with a methodological proposition that studying an affective value such as joy calls for our own affective engagement with news. [ABSTRACT FROM AUTHOR]

While research on sound and education has opened up important pathways, it dominantly approaches sound as meaningful. This paper charts another tendency, exploring sound as educational precisely because it resists our attempts at understanding. The force that guides this trajectory is that of timbre, or the nuance of sounds. I begin with Eidhsheim, who delinks timbre from essence and identity, showing the infinite potential of vocal timbres. While this weakens the link, the pedagogy she articulates remains within the drive to produce knowledge under the order of the beautiful. To experience timbre's pedagogical charge requires a move to the aesthetic of the sublime. To make this move, I link together Lyotard's writings on writing, thinking, aesthetics, and sound, providing an expansive conception of timbre and showing the sonic dimensions of writing and thinking, through which the writer suspends their drive to know and becomes possible to the timbre of words. [ABSTRACT FROM AUTHOR]

This paper explores the experiences of eight Muslim women academics (MWA) within a range of sciences and humanities disciplines. The data draws from my doctoral study which examined the experiences of men and women Muslim academics at UK universities. Findings from in-depth interviews with participants highlight the intersectionality of religio-gendered identities as central to their experiences. Being hijabed in academia triggered gendered-Islamophobic micro-aggressions, whose potential impact on the participants was buffered by their resilience, positive outlook, and belief. Further, they capitalized on their visible faith to demystify negative perceptions about Muslims and to advance their career-through utilizing the diversity logic within academia, while recognizing its tokenistic nature. Despite facing challenges, the participants share certain qualities that facilitate success, with agency being the uppermost quality. [ABSTRACT FROM AUTHOR]

"If we possess the land," cultural activist Ben Caldwell said, "we can become erasure proof." The essay reveals how BIPOC community arts spaces negotiate spatial sovereignty that fortify ecologies of culture and place. The work analyzes a culminating activity in a participatory action research process structured around the themes of land, story, memory, and leadership. The axis of the paper is an intergenerational conversation with cultural producers and arts administrators at Self Help Graphics & Art in the Latinx neighborhood of Boyle Heights, Kaos Network the African-American neighborhood of Leimert Park, and Visual Communications in the Asian Pacific Islander led neighborhood of Little Tokyo. The conversation is set in Los Angeles—a megalopolis on the Pacific Rim recognized globally for its creative and cultural production. "How to Become Erasure Proof" provides a robust conceptual framework, and highlights BIPOC strategies for community organizing that cherish culture and land. The discussion contributes to broader movements centering BIPOC imaginaries, creative flourishing, and organizing for spatial justice. [ABSTRACT FROM AUTHOR]

Statistics show that in academic, as well as the conservative part of philosophical society of contemporary Iran, the considerable part of papers, theses and research projects are devoted to comparative philosophy. In the first part of this essay we will struggle to show this domination relying on some official statistics. But this event is associated with numerous side effects and shortcomings which will be discussed in the second part of the paper. In the third part, the causes and roots of this event will be assayed. But among various mentioned causes one cause seems to be more prominent. Serious engagement with comparative studies is a stage of fundamental approach of conservative institutes, and to some extent, of experts of humanities in Iran, to western humanities in order to indigenize those sciences and this in turn has its origin in certain ideological and political motives persuaded by the quarrel with the west. [ABSTRACT FROM AUTHOR]

Like other disciplines within the humanities and social sciences, cultural policy studies has had to respond to the influence of computing technologies. Researchers have explored the changes wrought to the management of cultural organisations, to the models of the creative industries and to new forms of access to culture and the arts. This paper suggests that these emphases might miss how computing technologies are re-shaping the project of cultural policy in a more fundamental direction. The paper draws on the work concerned with the cultural values of computing technologies and their influence on contemporary modes of government. These values, of instrumental reason, categorisation and calculation underpin a range of technologies, which are increasingly present in and important to the management of everyday life. Reflecting on how cultural taste and participation are being re-shaped by computing technologies, the paper argues these infrastructures are informed by specific visions of the kinds of people who live with and through them and how such people can be governed. The long-standing focus of cultural policy studies – about how states are concerned with the cultural formation of their citizens – are keenly present in the strategic ambitions and imperatives associated with computation. [ABSTRACT FROM AUTHOR]

This paper has three main aims. First, to make good on recent suggestions that Adam Smith offers a genealogy of the origins of religious belief. This is done by offering a systematic reconstruction of his account of religion in The Theory of Moral Sentiments, demonstrating that Smith there offers a naturalised account of religious belief, whilst studiously avoiding committing himself to the truth of any such belief. Second, I seek to bring out that Smith was ultimately less interested in the truth of religious beliefs than in evaluating and understanding the place of religion in healthy ethical living. Third, I put Smith's account into contrast with the more famous treatment offered by Nietzsche (as well as Bernard Williams's later, Nietzschean, reflections), and suggest that Smith offers us the more plausible picture of both religion and morality, a finding of both historical and contemporary philosophical import. [ABSTRACT FROM AUTHOR]

Practice-based research is now widely accepted at doctoral level, and it is recognised that creative practice can be the mode, method, tool, object, subject and/or embodiment of research in the arts and humanities PhD. The growth of creative methods and arts-based methods also means that data is increasingly gathered through creative means in many social science and education doctorates. The doctoral contribution as thesis can therefore no longer be automatically assumed to be contained solely in a written text. This paper questions the extent to which research degree regulations and policies are reflecting and enabling the diversity of contemporary forms of knowledge articulation in practice-based research. Arising from my lived experience of supporting doctoral candidates to navigate regulations on the format and formatting of a submission, it draws on empirical research into research degree regulations at a number of universities in the United Kingdom, contextualised in relation to the literature. I reveal the assumptions and constraints embedded in regulatory practices and highlight ongoing concerns around the articulation and archiving of practice-based doctoral research. [ABSTRACT FROM AUTHOR]

This paper analyses the effects of research assessment on the overall research practices of academics. Case study research was conducted in departments from two contrasting disciplines – the natural sciences and the humanities – in one research intensive Danish university. The case studies examined academics' and administrators' experiences of a national bibliometric indicator (BFI) used for research assessment. PhD students and early career researchers reported that the greatest effects of research assessment were on their publishing practices. Prompted by further questions, many interviewees reflected on the relationship between research assessment and changes in their overall research practice about which they were previously unaware. We drew on Bourdieu's theory of practice to theorise why there was so little reflexivity, especially among senior researchers, about the relationship between actions to comply with research assessment and changes in research practice itself. We conclude by highlighting some potential implications, especially for mentorship of early career academics. [ABSTRACT FROM AUTHOR]

This paper discusses the need for Arts, Humanities and Cultural Studies to be widely studied within Higher Education. Research shows that such topics are necessary for the development of critical thinking, this type of analysis being innate to these domains. In this paper, I introduce the concept of creating meaning, which I define as the link between creative thinking and critical thinking and as the first attribute of a critical thinker. Before making inferences, judgements or decisions, one must identify the framework of a problem, determine the parameters of the discussion and reflect upon assumptions. These are propaedeutic to a good discussion and are prerequisites of a good critical thinker. Arguing that creativity is not a separate process from critical thinking, I aim to demonstrate that the Arts, Humanities and Cultural Studies are the promoters of critical thinking. Because disciplines in these fields are likely to create environments that foster critical thinking and encourage the production of meaning, I argue that these necessarily belong in all curricula of Higher Education. [ABSTRACT FROM AUTHOR]

This paper explores the relationship between the creative economy and universities. As funders, educators and research bodies, universities have a complicated relationship with the creative economy. They propagate its practice, ‘buying-in’ to the rhetoric and models of creative value, particularly in teaching, research and knowledge exchange. Third mission activities also play a role, seeking to affect change in the world ‘outside’ academia through collaboration, partnerships, commercialisation and social action. For arts and humanities disciplines, these practices have focused almost exclusively on the creative sector in recent years. This paper asks how the third mission has been a site where universities have modified their function in relation to the creative economy. It considers the mechanisms by which universities have been complicit in propagating the notion of the creative economy, strengthening particular constructions of the idea at the level of policy and everyday practice. It also briefly asks how a focus on alternative academic practice and institutional forms might offer possibilities for developing a more critical creative economy. The argument made is that the university sector is an important agent in the shaping and performance of the creative economy, and that we should take action if we wish to produce a more diverse, equitable space for learning, researching, and being under the auspices of ‘creativity’. [ABSTRACT FROM AUTHOR]

The ‘Does RE Work?’ project, part of the AHRC/ESRC Religion & Society Programme, ran from 2007 to 2011. Drawing on textual analysis, ethnographic case studies and practitioner enquiry, the study identified core confusions as to the purposes and entailments of Religious Education as practised across the jurisdictions of the UK. This paper reflects on key developments in the area of religion and schools under the Coalition and Conservative governments in the light of the key findings of the project. While progress has been made towards a shared conception of the meaning and purpose of the subject, confusion persists as to the contested status of RE as a rigorous subject in the academic humanities. The paper makes recommendations with regard to the place of RE in a climate of increased interest and inspection of civic, personal and religious values and their place across the curriculum. [ABSTRACT FROM AUTHOR]

The field of environmental justice studies has blossomed into a multidisciplinary body of scholarship in the last few decades with contributions across the social sciences, humanities, law, and the sciences. Our framing of environmental justice scholarship centers on the necessity of examining the role of state and institutional violence in producing environmental injustice through interlocking systems of racial capitalism, settler colonialism, and enslavement. We link themes of violence and the role of the state in the expansion of environmental justice studies to the major topics of land and resource conflicts, prisons and incarceration, and emotions. We draw on this scholarship to explore how theories and politics of environmental justice are inflected by the constraints and leverage points within racial capitalism, settler colonialism, and the afterlives of enslavement. This paper offers an assessment of theoretical advances, and charts a course for next possible stages of the literature's development and EJ activism. [ABSTRACT FROM AUTHOR]

This paper challenges the apparatus of knowledge in the reproduction of the nationalist narrative of historical trauma that leads to the making of exclusive nationalism and unequal citizenship, particularly in East and Southeast Asia. I take the case of the 1965-66 genocide in Indonesia as an example to illustrate how the cultural trauma that took place in the Cold War Era had marked the turning point for follow-up nation-building and the cooperative distortion of the past through the politics of denial. This phenomenon does not happen only in Indonesia but also in other countries in the Northeast and Southeast Asia. The post-event juridical reform after these historical traumas established the foundation of national constitutions and planted the seeds of unequal citizenship in these countries. The legal practices of the post-colonial modern states repeat colonial strategies, and technique of governmentality reproduces itself through the education system at all levels. I want to suggest that to go beyond ideological borders and avoid the vicious circles of knowledge reproduction requires an innovative educational model of trans-local and critical pedagogy in the form of curricular decolonization. It aspires for a type of the university beyond the borders, beyond the walls. Through a trans-local, interdisciplinary, and cross-referencing critical studies, we then can attend to both the local but also the regional and global contexts. I also want to argue that such a model should bridge university and society to assist us in practicing epistemic decolonization to challenge the current cultural consensus. [ABSTRACT FROM AUTHOR]

This paper argues that links between academia and other economic sectors are increasing, especially through intersectoral mobility of university graduates. Murray [(2010). “The Oncomouse that Roared: Hybrid Exchange Strategies as a Source of Distinction at the Boundary of Overlapping Institutions.”American Journal of Sociology116 (2): 341–388] has identified literature pointing both to blending and continuing co-existence of the academic and commercial worlds. Based on a European-wide study of PhD graduates in the social sciences and humanities (SSH), this paper considers the extent to which intersectoral mobility reflects blending. It finds that intersectoral communities of practice exist mainly in applied fields of knowledge. However, in many areas of the SSH, differences in institutional norms and values inhibit intersectoral mobility, particularly in mid-career stages. [ABSTRACT FROM AUTHOR]

The purpose of this research reflections paper is to explore the prevalence of the humanities in the journal Leisure Sciences over the last 40 years, since its inception. During this period has the prevalence of the humanities increased or decreased? An analysis of papers published in Leisure Sciences indicates that just over 3% have focused on the humanities (philosophy, history, ethics, the arts). There was an increase in humanities papers from 1985 to 1999; however, only one humanities paper has been published in the last 10 years. Implications for the next 40 years of leisure research include emphasizing the humanities in leisure studies education and encouraging special journal issues and conference themes focused on the humanities. [ABSTRACT FROM AUTHOR]

This paper explores the impacts of research excellence evaluation entailed in global ranking exercises, a control strategy characteristic of new managerialism, on Chinese Humanities and Social Sciences (HSS) academics. The enquiry combines the Critical Incidents Technique (CIT) and internet-based discourse analysis, drawing on mass media texts and social media discussions. Our analysis identified three major dilemmas that may be created for Chinese HSS academics by their country's aspirations for world-class universities embedded in its complicated socio-political context. First, a highly centralised system restrains academics' autonomy to decide what to research and where to publish. Second, they are conflicted by the need to simultaneously attend to nationalistic interests and publish internationally. Third, ideological correctness is highly important. These findings invite us to reflect on the profound impact of university ranking exercises as a mode of university governance on HSS academics in many contexts. [ABSTRACT FROM AUTHOR]

New materialism is one of the most important emerging trends in the humanities and social sciences, but it is also one of the least understood. This is because, as a term of ongoing contestation, it currently has no single definition. The novel contribution of this article is to offer a critical introduction to new materialism that distinguishes between three commonly conflated strands and to argue for what we find to be the most promising and novel of the three directions. The paper unfolds in four parts: First, it illuminates more precisely just what is "new" about new materialism by contrasting it with "old" materialism. Second, it clarifies how failed materialism is an intermediary theory between old and new materialisms. Third, it untangles and compares three main directions in new materialism. Fourth, it ultimately argues in favor of the third direction. [ABSTRACT FROM AUTHOR]

Adaptation is a key concept in long‐term human adjustments to climate change. Despite the centrality of human decisions and actions in adaptation, much of the climate change literature is thin on humanities and social science which are the primary approaches for understanding human activity. This situation is particularly pronounced in Louisiana's discussions about its disappearing coast line where research has concentrated in understanding biophysical processes and solutions prioritize short‐term adaptations. This paper reviews the relationship of adaptation and long‐term transitions in the global change discussion and traces how disjointed adaptations in coastal Louisiana have contributed to a perilous environmental situation there. It proposes a shift from discrete adaptations to efforts that incorporate interrelated biophysical and human adaptations that can sustain long‐term transitions. [ABSTRACT FROM AUTHOR]

This paper outlines the prodigious field of public history preservation practice prompted by popular music culture, exploring the relationship of affect, history and the archive. Framing this exploration with a concept of cultural justice, it considers the still uncertain place of popular music as a subject of heritage and preservation, assessing the parameters of what counts as an archive and issues of democratization. It offers a discussion of the archival and affective turns in the humanities as a means of framing the politics of practice focused on popular music culture. The paper offers empirical evidence of the relational qualities of the popular music archive considered in affective terms. Discussion draws first on evidence from the vernacular practices of communities in what Baker and Collins describe as ‘do-it-yourself’ archives and secondly from ‘authorized’ collections in established archival institutions (Baker and Collins, “Sustaining Popular Music’s Material Culture,” 3). The paper explores the motivations of popular music archivists and how they articulate the affective dimensions of their work, and how their work qualifies personal and collective commitments and expressions of value and indeed, relations with users. In conclusion, affect is identified as pertinent to wider issues in the relations of archive, archivist and user and the possibilities of historical practice. [ABSTRACT FROM AUTHOR]

This paper is a mainly pragmatic response to utilitarian criticisms of the humanities. It first outlines political, public and practical fronts on which the humanities are under assault, identifying critics and their conspirators. Then, as a part of its defence of the humanities it expounds some of their central strengths. These range from the philosophical to the practical: lending critical perspectives to knowledge production, enriching lives, developing skills for uncertain and increasingly connected futures, improving science and supporting institutional income and credibility. Finally, the paper suggests that humanists must not only continue valuable conceptual and empirical disciplinary work but must add the very defence of the humanities to professional activity. [ABSTRACT FROM AUTHOR]

What is it that teacher-educators “do”? This paper draws on interview data with Deans/Heads of Schools of Education in the Australian context to explore this question by asking: How is the teacher-educator produced as a category of academic worker? Using critical approaches to discourse analysis, the paper presents two interlocked storylines woven with varying emphasis through the interviews. First, the teacher-educator is produced as a superhero researcher and teacher, elevated by the expectations of theExcellence in Research for Australiaaudit/surveillance tools. Second, there is a concomitant struggle to reconcile pressure to research with commitment to meeting the needs of schooling systems, and to addressing the work of the teacher-educator in ethical terms. It is suggested that teacher-educators’ work reflects a desire to legitimate various performances of teacher education within current dynamics of audit culture pressures, set against the less visible ethical project of education more broadly conceived. [ABSTRACT FROM AUTHOR]

For centuries, transferring ownership of land under common law was a slow, complex process requiring the construction of a chain of paper deeds evidencing multiple decades of prior possession. In 1858, colonist Robert Torrens developed a new system for the transfer of land in South Australia, where the land was understood by colonial powers as 'new' and without history. With the intention of making land a liquid asset, Torrens' system of title registration shifted the legal basis of title from a history of prior possession to a singular act of registration. Analysing the structure and effects of title registration, engaging with interdisciplinary work on time, and taking H.G Wells' iconic time travel novella as a point of departure, I argue that title registries can usefully be understood as time machines. Like the machine H.G Wells imagined, title registries use fiction to facilitate fantastical journeys in which the subject is radically temporally dislocated from the material constraints of history. As with time machines, it tends to be a transcendental white male subject who is most likely to survive this dislocation. While based on fiction, the impacts of title registries are very much real, facilitating humanity's arrival at racist, dystopic landscapes in the here and now. [ABSTRACT FROM AUTHOR]

Zhi is an important Chinese notion that conveys among other things human capacity to set aims, to determine a course of action, or to persist in a resolve. The term naturally turns up in Chinese contributions to Western Free Will debate. In this paper, I explain zhi by working out a comparison that goes from East to West. I do a three-fold textual analysis of zhi focusing on the Mencius. I outline different usages found in the text, examine a nuanced, dominant meaning suggested in 2A.2, and discuss notional features based on language patterns. My analysis yields a more homegrown understanding of zhi which I shall compare with Western expressions of moral agency. [ABSTRACT FROM AUTHOR]

Experimental philosophy is a recent development whose broader aims and goals are still being debated. Some prominent experimental philosophers have articulated an attitude toward perennial philosophy that is reminiscent of an early explicitly defended goal of neurophilosophy, a field that predated experimental philosophy by at least one decade. But relative to that early goal, neurophilosophy quickly “fell” within broader philosophy, and came to assume its current status, a technical specialty within the philosophy of science (now more commonly referred to as “the philosophy of neuroscience”). In this paper I document the revolutionary goal of early neurophilosophy, provide a novel explanation of its “fall,” and suggest that analogous goals of some experimental philosophers set that field up for a similar “fall.” I document recent published evidence that experimental philosophy is trending in this direction. [ABSTRACT FROM AUTHOR]

In the face of reduced public funding of science and increased demands for ‘value for money’, academic researchers find themselves hard pressed to produce relevant research and demonstrate their utility to society. These pressures are particularly prominent in the humanities and social sciences (HSS) where practical value is frequently questioned. This article investigates how HSS can be made ‘relevant’ through the qualitative case study of a funding instrument fostering immersive collaboration between HSS researchers and non-academic actors. The research is a qualitative study based on semi-structured interviews with the funded researchers and representatives of the funding agency. The paper provides insights into the motivations and experiences of HSS researchers embarking on the quest for relevance and the difficulties they encounter. In particular, the study finds that the key challenge for HSS researchers lies in balancing the level of engagement required to be relevant with the requirements of an academic career. [ABSTRACT FROM AUTHOR]

This paper discusses current open data science and archive principles and issues and their applicability to speech and oral archives. Firstly, a definition of speech and oral archives is provided: they represent a rather tricky object of study not only in language related studies but also in the social sciences and humanities. Secondly, we introduce the FAIR principles for data science, which are now progressively being adopted in the humanities and in the domain of Language Resources, in connection with research infrastructures such as CLARIN and DARIAH. Finally we discuss some issues that may slow down the applicability adoption of FAIR principles for speech and oral archives, as well as current initiatives that may help in solving them. [ABSTRACT FROM AUTHOR]

In the research in the field of inclusiveness it is often neglected how inclusiveness is constructed differently within the so-called Anglo-American and continental educational contexts. In Slovenia, the field of educational studies has historically developed within the continental, particularly German tradition, as a discipline called Pedagogy at the Faculty of Arts. Since Pedagogy is fundamentally theorising the processes of becoming a free human being and does not take a particular interest in the issues of vulnerable social groups, a complementary area of tertiary study emerged in today's Faculty of Education (e.g. Special needs Pedagogy). However, recently we can identify a trend of emerging new study programmes, the so-called inclusive education. Because of this separation between scientific fields, this paper is dealing with a question of which of the disciplines is offering a more convincing answers to the question of how to conceptualise and implement the inclusiveness. Using qualitative analyses of the concept of inclusiveness and content analyses of Slovenian study programmes and courses related to inclusive education, we attempt to show that discipline of Pedagogy provides a conceptualising of inclusiveness that is more complex through successfully interweaving the humanistic and social paradigm. [ABSTRACT FROM AUTHOR]

This paper was motivated by student protests at the University of Cape Town, South Africa, where the Rhodes Must Fall collective called for the ‘decolonisation’ of the university’s curriculum. I deliberately adopt a ‘decolonial gaze’ to re-describe the structural and cultural conditioning of the post-colonial university and the contradictions it sets up for black students. Using Archer’s morphogenetic cycle and Bernsteins’s pedagogic device I tease out what contestation for control of the curriculum entails, with a particular focus on the Humanities and Social Sciences. I identify three groups of students for whom the situational logic of the post-colonial university offers very different opportunities for agential development and therefore academic success. At the level of pedagogy, I suggest there may be a ‘collective hermeneutic gap’ between some academics and their students. Finally the paper makes some suggestions for what curriculum reform in a post-colonial Humanities and Social Sciences might involve. [ABSTRACT FROM AUTHOR]

This paper begins by tracing the growing influence of Levinas’s thought in the humanities. Psychotherapy in particular has drawn on Levinas’s original contribution to ethics and is often inscribed within an existing dialogical frame of symmetry. The article discusses facets of Levinasian thought which have been neglected in psychotherapy, namely the notion ofseparation, in turn linked to the notions of asymmetry and of the traumatic subject, all at variance with dialogical therapy. A second, equally overlooked aspect of Levinas’s philosophy examined here concerns his politics. Some of the implications highlighted here are controversial: these relate to Levinas ‘naive Zionism’ and a prejudiced position in relation to Arab culture. Others are enlightening even if undeveloped: these relate to Levinas’s decolonial thinking of the 1970s. The paper reflects tangentially on the author’s clinical work, and calls for a more nuanced appreciation of Levinas’s philosophy which does not shy away from critique. [ABSTRACT FROM AUTHOR]

This paper explores approaches to collaborative work between arts and humanities disciplines in UK Higher Education and the creative economy. The paper examines the work of four Knowledge Exchange Hubs for the Creative Economy established by the UK Arts and Humanities Research Council (AHRC). These hubs fund collaborative ‘knowledge exchange’ (KE) projects between creative businesses and academics in the arts and humanities. The paper first outlines the unclear relationship between knowledge exchange activities in Higher Education Institutions (HEIs) and the creative economy. The second step unpacks the approaches to KE that the hubs are developing. The third step considers what the consequences of such projects might be. The paper concludes that such ‘third mission’ activities are never neutral or apolitical spaces. Rather, they are sites where assumptions about collaboration and creativity are being remade, and that this is a space for both opportunity and critique. [ABSTRACT FROM AUTHOR]

This paper considers the trajectory of Althusser's Spinozism pre- and post-May ‘68. Where Althusser's application of Spinoza would often lead him into unknown or non-Marxist territory, one alternative way to think this relation is through the figure of Mao, whose concept of non-antagonistic contradiction I propose to read in terms of Spinoza's “determinate negation.” Although not going so far as to suggest that a certain combination of Mao and Spinoza would have enabled Althusser to “complete” Marx, this paper speculates on this omission from his work and what positive insights we can draw from it retrospectively for developing Althusser's political philosophy. [ABSTRACT FROM AUTHOR]

This paper focuses on the results of a mixed-methods study of 13 participants in a Radical Humanities programme designed as a transformative learning space for low-income adults who have experienced barriers to learning. Using demographic questionnaires, semi-structured narrative interviews and course evaluations this study examined participants’ experiences in the programme and the impact on their learning, sense of agency and future ambitions. As the first phase of a longitudinal project on the well-being and agency of under-represented and marginalized learners, this preliminary study revealed five predominant themes emerging from learners’ experiences: (1) self-reflective meaning-making processes; (2) interrelated personal and communal growth; (3) appreciation of diversity; (4) emerging sense of self-as-learner; (5) renewed aspirations. This paper argues that transformative learning for low-income adults is a complex and challenging process that entails participants’ ongoing negotiations of self, learning, and purpose. Understanding and evaluating the effectiveness of transformative learning within a social-emancipatory humanities programme requires attention to the programme’s social context and choices faced by participants. Programme participation fosters increased well-being, deeper relationships and hope for the future. However, these tangible benefits are tempered by constraints of individual and structural systems that, for some students, impose limitations on their ability to enact change in themselves and in their lives. [ABSTRACT FROM PUBLISHER]

This paper examines the often overlooked parallels between the critical theory of the German Frankfurt School and Science and Technology Studies in Britain, as an attempt to articulate a critique of science as a social phenomenon. The cultural aspect of the German and British arguments is in focus, especially the role attributed to the humanities in balancing cultural and techno-scientific values in society. Here, we draw parallels between the German argument and the Two Cultures debate in Britain. The third and final purpose of the paper is to explain why these efforts in support of the humanities would in the end prove fruitless, even somewhat self-defeating. The key factor is the instrumentalist analysis of science adopted in both arguments, which played into the hands of the emergent “entrepreneurial university” with its strengthened emphasis upon the economico-technological aspect of science and consequent neglect of the humanities. [ABSTRACT FROM AUTHOR]