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Open access

Mahdieh Vali-Zadeh

Abstract

Much has been said about the influential role of Forough Farrokhzad (1934–1967) in developing a feminine language in modern Iranian love poetry. Despite this, scholars have not systematically or theoretically examined what I call ‘the poetics of individuation’ in Forough's lyrics. The present article analyses Forough's poetic and individual paths of development as two inevitably parallel and intertwined routes. The article theorises that by removing a pre-imposed patriarchal sense of sin with regard to feminine love, Forough deconstructed the masculine narrative of good poetry in five highly significant ways via the feminine and self gaze. The article concludes that the poet's commitment to poetry as a platform of expression was a means of her liberation and individuation as an independent feminine poet with voice and agency.

Open access

The antimonies of the PAH (Platform of Mortgage Victims) in Spain

Between solidarity and political effectiveness

Monique Nuijten and Pieter de Vries

Abstract

In the Platform of Mortgage Victims (PAH) the common view exists that all activists are equal, that there are no leaders, and that there is no division of labor between grassroots activists and activist-politicians. We show that the trope of horizontalism (the nonexistence of hierarchy within the platform) in effect hides the existence of an unacknowledged leadership structure and of electoral aspirations. We argue that the tensions between grassroots activists and emerging activist-politicians stand for a fundamental divide that renders possible a true change in the state of the situation. This article draws on the work of Alain Badiou and Jodi Dean to argue that the PAH contributed to the 15M movement as a truth event by staging performances of egalitarianism and cultivating solidarity in a disciplined way.

Open access

Geoffrey Aung

Abstract

Dua, Jatin. 2019. Captured at sea: Piracy and protection in the Indian Ocean. Oakland, CA: University of California Press.

Appel, Hannah. 2019. The licit life of capitalism. Durham, NC: Duke University Press.

Sopranzetti, Claudio. 2018. Owners of the map: Motorcycle taxi drivers, mobility, and politics in Bangkok. Oakland, CA: University of California Press.

Open access

Penny Welch

Dave Lochtie, Emily McIntosh, Andrew Stork and Ben W. Walker (2018), Effective Personal Tutoring in Higher Education St. Albans: Critical Publishing, 222 pp., ISBN 978-1-910391-98-3

Open access

Joachim Otto Habeck, Spencer Abbe, and Stephen Dalziel

Maria Czaplicka: Gender, Shamanism, Race: An Anthropological Biography Grażyna Kubica, translated by Ben Koschalka (Lincoln: University of Nebraska Press, 2020), Critical Studies in the History of Anthropology Series, eds. Regna Darnell and Robert Oppenheim], xix + 591 pp. ISBN: 978-1-4962-2261-9.

Place and Nature: Essays in Russian Environmental History Edited by David Moon, Nicholas B. Breyfogle, and Alexandra Bekasova (Cambridgeshire, UK: White Horse Press 2021,), 343 pp. ISBN: 978-1-912186-16-7.

Mebet Alexander Grigorenko, translated by Christopher Culver (London: Glagoslav Publications, 2020), 174 pp. $23.65 (paperback). ISBN: 978-1-912894-90-1.

Open access

Andrew A. Szarejko

Abstract

Many introductory courses in International Relations (IR) dedicate some portion of the class to international history. Such class segments often focus on great-power politics of the twentieth century and related academic debates. In this essay, I argue that these international history segments can better engage students by broadening the histories instructors present and by drawing on especially salient histories such as those of the country in which the course is being taught. To elaborate on how one might do this, I discuss how US-based courses could productively examine the country's rise to great-power status. I outline three reasons to bring this topic into US-based introductory IR courses, and I draw on personal experience to provide a detailed description of the ways one can do so.

Open access

The Cultural Industries of the North through the Eyes of Young Russians

A Report on the Experience of Network Collaboration between Universities

Marina Maguidovitch and Lena Sidorova

Beginning in the late 1920s, the central driving force responsible for the preparation of specialists for work in the Northern, Siberian, and Far Eastern regions of the Russian Federation has been the Herzen State Pedagogical University of Russia, St. Petersburg (Herzen University), primarily led by the Institute of the Peoples of the North. Here, linguists are trained in twenty-three languages of Northern indigenous minorities. Notably, several languages of these minority groups—such as Nganasan, Dolgan, Itelmen, Enets, Ul’ta—are taught only here. The university also provides training in the field of traditional cultures of indigenous peoples (methods of traditional applied arts and crafts of the peoples of the North; dance and musical folklore; museology, etc.).

However, not all experts in Northern studies are aware of the educational programs and scientific schools within the Department of Theory and History of Culture at Herzen University, under which the committee for the defense of doctoral and candidate dissertations has been working jointly with the Institute of the Peoples of the North for thirty years. The chairman of the council, doctor of arts, Professor L. M. Mosolova is the founder of the department and the head of the scientific school for the study of the culture of the regions of Russia, the countries of Northern Europe, and Eurasia. A significant amount of research completed by students—from undergraduate to postgraduate levels—is dedicated to the history and current issues of the various regions of Russia, including Siberia, the Far East, and Northern Europe.

Open access

Decolonising Durkheimian Conceptions of the International

Colonialism and Internationalism in the Durkheimian School during and after the Colonial Era

Grégoire Mallard and Jean Terrier

Over the past 20 years, numerous scholars have called upon social scientists to consider the colonial contexts within which sociology, anthropology and ethnology were institutionalised in Europe and beyond. We explain how historical sociologists and historians of international law, sociology and anthropology can develop a global intellectual history of what we call the ‘sciences of the international’ by paying attention to the political ideas of the Durkheimian school of sociology. We situate the political ideas of the central figures explored in this special issue—Émile Durkheim, Marcel Mauss, Bronisław Malinowski and Alfred Métraux—in their broader context, analysing their convergence and differences. We also reinterpret the calls made by historians of ideas to ‘provincialise Europe’ or move to a ‘global history’, by studying how epistemologies and political imaginaries continued by sociologists and ethnologists after the colonial era related to imperialist ways of thinking.

Open access

Penny Welch and Susan Wright

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences includes authors from China, Canada, France and the United States. The first two articles analyse processes of developing international partnerships and networks promoting refugee access to higher education. The other three papers concern aspects of teaching and learning: online learning in accountancy; a flipped pedagogy in sociology; and the inclusion of national history in introductory international relations courses.

Open access

The effectiveness of online teaching and learning tools

Students’ perceptions of usefulness in an upper-level accounting course

Heba Abdel-Rahim

Abstract

This study investigates how students in a distance-learning upper-level accounting course perceive the effectiveness of different online teaching and learning (OTL) tools that are commonly used in business courses taught online. This topic is of critical importance, especially as the COVID-19 pandemic has pushed more courses to be OTL. A mid-semester anonymous survey in an Accounting course at a public US university was conducted to measure students’ perceptions about different OTL course tools. Students were asked to provide their general assessment about how effective these tools were and how they believe these tools helped them learn. Analyses and discussions of the effectiveness of different tools and their link to earlier literature and how instructors can utilise the results of the OTL survey are presented.