Laura O'Keefe, Carly McLachlan, Clair Gough, Sarah Mander and Alice Bows-Larkin
– The purpose of this paper is to describe research exploring consumer responses to potential changes in food-related practices to mitigate and adapt to climate change.
Abstract
Purpose
The purpose of this paper is to describe research exploring consumer responses to potential changes in food-related practices to mitigate and adapt to climate change.
Design/methodology/approach
Six focus groups explored consumer responses to measures to intended to mitigate the emissions from, and adapt to the impacts of climate change. These included: meat reduction, greater reliance on seasonal British food, meal replacement tablets, laboratory grown meat, communal eating houses, genetically modified food and food waste. Practice theory provided the lens to interpret the changes to meanings, competences and materials associated with food consumption.
Findings
Changes that could be assimilated within existing competencies were viewed more positively, with lack of competence a key barrier to accommodating change. At present, climate change and sustainability do not influence purchasing decisions. Policy measures delivering multiple benefits (“win-wins”), of which environmental performance may be one, stand an improved chance of establishing more sustainable practices than those focusing exclusively on environmental drivers.
Originality/value
Awareness of the role of sustainable food systems in the context of anthropogenic climate change is growing. Whilst scientific and technological research explores methods for reducing emissions and building resilience in food supply chains to changes in climate, there is comparatively little study of how consumers perceive these proposed “solutions”. This research provides a comprehensive overview of consumer responses to potential changes in eating practices related to climate change mitigation and adaptation and is of value to policy makers, academics and practitioners across the food supply chain.
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Eunbi Sim and Laura L. Bierema
Precarious workers in academia represent most employees in higher education institutions (HEIs), and women and historically excluded groups are overrepresented in these positions…
Abstract
Purpose
Precarious workers in academia represent most employees in higher education institutions (HEIs), and women and historically excluded groups are overrepresented in these positions, oppressed by intersecting inequities, such as sexism and racism. There is a need to comprehensively understand how precarity operates within academia from an intersectional perspective and how it oppresses marginalized and precarious workers.
Design/methodology/approach
Following the PRISMA guidelines, this paper systematically reviewed 22 articles that discuss academic precarity through an intersectional lens.
Findings
Studies have shown that (1) the uncertainty and insecurity in modern academia are driven by global forces and ongoing crises; (2) systemic intersectionality entrenched in HEIs influenced the shaping of their academic experiences and positionalities; and (3) intersectionality could be used as a reflexive tool to resist the precarious academy.
Originality/value
This paper is the first systematic review examining the intersectionality in precarious academia. By synthesizing articles highlighting precarity and intersectionality in academia, the paper contributes to theories of academic capitalism and intersectionality and offers comprehensive and critical implications for research and practice in higher education. This study illuminates how neoliberalism, global capitalism and intersecting inequities are deeply rooted in academia and how academic workers could challenge such issues.
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Historically, counter-terrorism's attitude towards women has been complicated, partly because both counter-terrorism and terrorism were for many years considered almost…
Abstract
Historically, counter-terrorism's attitude towards women has been complicated, partly because both counter-terrorism and terrorism were for many years considered almost exclusively a male business. This approach has also been reflected in the media's sensationalised representation of women involved in political violence. This chapter explores how women's participation in non-state political violence is still largely explained through traditional conservative notions of sexual difference that characterise women as irrational and highly influenceable, eliminating the possibility of any informed discussion. Focusing on the British case, the chapter shows how the actions of female militants are still bound to gendered narratives and limited to specific frames that generally portray violent women as highly sexualised and pathologised. Depictions of female terrorists and ‘radicalised’ women are based on stereotypes that reinforce the image of women as weak, easily influenced, naïve, driven by romantic emotions, deceitful and in constant need of protection and supervision. From an intersectional perspective, the chapter also explores the orientalist imaginaries of Muslim women who are seen as victims and as individuals lacking empowerment and agency. The discussion highlights ultimately that explanations of women's violence must go beyond myths that explain women's involvement in political violence via a wide range of personal and emotional factors, to examine political motivations and consideration of the complexity of their decisions, and the wider context.
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O.Ripeka Mercier, Sarsha-Leigh Douglas, Bruce McFadgen, Meegan Hall, Peter Adds, Maria Bargh and Tahu Wilson
We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve…
Abstract
We describe an educational intervention pioneered by Te Kawa a Māui (TKaM), the School of Māori Studies at Victoria University of Wellington (VUW), which was designed to improve the attraction and retention of (particularly) Māori students, by involving them in a school-wide research publication – in this case a digital cultural atlas of Māori Studies. We present and describe the work of 250 students from 10 different Māori Studies courses, who have trialled and submitted map-based assessment for the Te Kawa a Māui Atlas (TeKaMA). We argue that the quality and variety of student work is itself an indication of engagement. We then discuss how digital aspects of the work facilitated engagement, using data from course and assignment evaluations, interviews, informal feedback and an online survey. In line with other findings in the literature, digital aspects of our project had to be carefully managed and balanced, so that they did not disengage students from learning. However, our TeKaMA exercises provided multiple ways by which students could engage, with cultural mapping engaging all students, not just Māori. Our chapter discusses how this was facilitated by digital technology.