Hannah Gunderman and Richard White
The authors articulate a posthuman politics of hope to unpack the richly embodied personal experiences and web of relationalities formed through repeated encounters with insects…
Abstract
Purpose
The authors articulate a posthuman politics of hope to unpack the richly embodied personal experiences and web of relationalities formed through repeated encounters with insects. Interrogating insect speciesism teaches to extend the authors’ compassion and live symbiotically with insects. The authors focus on the narrative of insect decline as impacted by colonialism and white supremacy, enabling insect speciesism to flourish alongside exploitation of other human and nonhuman creatures.
Design/methodology/approach
The authors pay particular attention the use of everyday language and framing of insects to “other” them, thereby trivializing and demonizing their existence, including “it's *just* a bug” or “they are pests.” Insect speciesism employs similar rhetoric reinforcing discrimination patterns of other nonhuman animals and humans. The authors focus on the unexpected encounters with insects in domestic spaces, such as an office desk, and through the multispecies space of “the allotment.”
Findings
The authors reflect on two possible posthuman futures: one where insect speciesism is entrenched and unrepentant; the second a decolonized society where we aspire to live a more compassionate and non-violent existence amidst these remarkable and brilliant creatures we owe our very existence on Earth.
Originality/value
One of the most profound lessons of the crisis-driven epoch of the Anthropocene is this: our existence on Earth is intimately bound with the flourishing of all forms of life. This includes complex multispecies encounters between humans and insects, an area of enquiry widely neglected across the social sciences. Faced with imminent catastrophic decline and extinction of insect and invertebrate populations, human relationships with these fellow Earthlings are deserving of further attention.
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Elizabeth F. S. Hannah, Richard Ingram, Claire Kerr and Timothy B. Kelly
This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in…
Abstract
This chapter describes the development and evaluation of an interdisciplinary group-based inquiry-based learning (IBL) project across two professional degree programmes in Scotland – educational psychology and social work. After outlining the policy and practice contexts for interdisciplinary inquiry-based learning, we articulate how IBL can facilitate professional identity development, mirror key aspects of professional practice such as interprofessional collaboration, and provide deep interdisciplinary learning. It is argued that the process of IBL provides an authentic and complex practice scenario which allows for the articulation and development of professional knowledge, values, identities and roles in collaboration with another professional grouping. The process of IBL development is described and we report on the results of a small-scale qualitative evaluation of the short-term outcomes of the IBL approach to teaching and learning. The IBL activity enhanced students’ appreciation of interdisciplinary collaboration and allowed them to practice relevant skills. The views and reflections of students are reported and reinforce the relevance and efficacy of the approach. The chapter concludes with a series of suggestions and advice for the replication of using IBL as a tool to enhance and facilitate interdisciplinary learning.
Hannah Cinamon and Richard Bradshaw
In the last four years health services in public sector prisons in England have undergone a period of rapid reform and modernisation. Before this, prisoners' health care was…
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In the last four years health services in public sector prisons in England have undergone a period of rapid reform and modernisation. Before this, prisoners' health care was characterised by over‐medicalisation, isolation from the NHS, and lack of education and training for health care staff. As part of this process of reform, responsibility for funding and commissioning these services has moved from the Prison Service to the National Health Service (NHS). The results so far seem encouraging. Services are better funded, standards have improved and there is significant progress in developing a strong partnership between the key partners ‐ the Prison Service and the NHS ‐ at national and local levels. These reforms address human rights and the aim of the Prison Health Unit, that prisoners should be able to expect their health needs to be met adequately by services that are broadly equivalent to services on offer in the community. Some learning points for other countries are considered. An equivalent strategy for the modernisation of public sector prisons in Wales is being developed by the Welsh Assembly Government.
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Institutional history is important in the context of understanding the control of pension systems. This history has both theoretical and practical value for developing policy…
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Institutional history is important in the context of understanding the control of pension systems. This history has both theoretical and practical value for developing policy choices at the micro and macro levels. The central theme is that we can raise the quality of thought about options for the future if we better understand the past. The paper synthesizes previous work, and draws upon archive research and unpublished case studies by the author.
This article examines the use of alternative texts to represent the Holocaust and to teach secondary students about this event. An alternative text is anything other than a…
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This article examines the use of alternative texts to represent the Holocaust and to teach secondary students about this event. An alternative text is anything other than a traditional textbook. Alternate texts may include poetry, novels, graphic novels, films, or plays. By using alternative texts, teachers can engage students in multiple perspectives to stimulate critical thinking in their classrooms. Alternative texts, furthermore, can shift the paradigm of how teachers and students think about morally and ethically complex subjects. In order to facilitate such a shift, teachers, scholars, and students should view different ways of representing difficult subjects in the classroom. The Holocaust is a difficult subject to teach due to the scale of moral issues and scope of this crime against humanity. Traditional means of teaching the Holocaust, using maps, textbooks, and primary source documents are important but fail to create changes in students perspectives because there is little space for students to become more empathetic and apply history to current world events. Providing students with texts including narratives, poetry, and first-person accounts can add humanity into what some view as one of the most inhumane events in history and thus shift the paradigm for high school students.
Raymond A.K. Cox and Robert T. Kleiman
Outlines previous research on the security analyst “superstar” phenomenon, including the stochastic model of Yule and Simon. Applies this to data on the 1986‐1997 selections for…
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Outlines previous research on the security analyst “superstar” phenomenon, including the stochastic model of Yule and Simon. Applies this to data on the 1986‐1997 selections for the Institutional Investor’s All‐British Research First Team (ABRT) and finds that it does not explain the distribution, i.e. that selection does appear to be based on skill rather than luck. Considers consistency with other research and expects future research to concentrate on the ABRT’s ability to forecast earnings per share and share prices.