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
Andrew A. Szarejko
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.
Explaining Unconventional Protest and Public Support for Actions against Food Waste
Benedikt Jahnke and Ulf Liebe
Food waste is a major challenge in affluent societies around the globe. Based on theories of protest and a mixed methods design combining qualitative, experimental, and survey research, we study the motives for, frequency of, and public support for dumpster diving in Germany. We find that dumpster diving as an unconventional daily protest action is related to more general protest against capitalist societies. It is motivated by both altruistic and egoistic concerns. The perceived legitimacy of violence and self-identity explain the frequency of dumpster diving. A factorial survey experiment with activists and the general public reveals strong similarities between the views of activists and those of other citizens in strong support of dumpster diving. This study demonstrates the usefulness of combining different empirical methods to study food activism.
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.
Students’ perceptions of usefulness in an upper-level accounting course
This study investigates how students in a distance-learning upperlevel 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 midsemester 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.
Students’ perceptions from an introductory sociology course
Ann Ward, Aja Antoine, and Wendy Cadge
This article describes one approach to flipping an introductory sociology course. To encourage students to practice ‘doing’ sociology, we designed a flipped classroom that included a ‘pay to play’ model, small group work and an emphasis on active learning during class time. With this course design, we linked in-class active learning with outside prework so that students could engage with critical sociological concepts and apply those concepts in practice. With this flipped design, the instructors observed that students were deeply engaged with the course topics and expressed positive perceptions of their learning and growth over the semester. As the landscape of university instruction shifts, this course design model may assist instructors looking to foster active and engaged learning remotely.
Rebuilding Relations and Reclaiming Indigenous Food Systems
Gideon Mailer and Nicola Hale. 2019. Decolonizing the Diet: Nutrition, Immunity, and the Warning from Early America. New York: Anthem Press.
Gina Rae La Cerva. 2020. Feasting Wild: In Search of the Last Untamed Food. Berkeley, CA: Greystone Books.
A multi-level governance perspective
This article explores how grassroots administrators interact with various other actors in the process of forming international partnerships. A top-down and a bottom-up case of building international partnerships for masters and PhD programmes were selected from my fieldwork in a Danish university. The cases were elaborated and analysed using Tatiana Fumasoli’s organisational approach to multi-level governance in higher education. This article concludes that with their personal networks and knowledge about the normative frameworks of certain powerful actors, grassroots administrators could help academic staff who might not know the regulations involved in the internationalisation process, to balance their own interests with their intention of complying with the normative frameworks, and thus enhance their capacities of forming and participating in a successful international partnership.
Peter M. Haswell
Overconsumption presents a major obstacle to social and environmental sustainability. Systemic social, legal, and economic strategies are absolutely necessary, but individuals are still accountable for their lifestyle choices and associated environmental footprints. Anti-consumption (rejection, reduction, reclamation) has its limitations, but could contribute to pro-environmental change, helping resolve biodiversity and climate crises. Regardless of societal consumption patterns, individuals can still make great gains in well-being and personal development by upholding their environmental and social values, minimizing personal resource consumption. Challenging the cultural norms of overconsumption requires individuals to employ mental fortitude in attempts to act justly toward the entire community of life. As a species, given our rational capabilities and ability to meet our basic needs, we are highly capable of bettering ourselves and our environment.
How Learning to Play Might Help Us Get Serious About the Environment
Scholars increasingly stress that getting serious about the environment will require a shift from Abrahamic and naturalist imaginaries that distinguish between culture and nature to, variously, “ecospirituality,” “dark green religion,” or animism. The first part of this article critiques this work on the grounds that it reifies rigid distinctions between “belief systems” or “ontologies,” and thus misrepresents both what needs to be aimed at and how to get there. In search of an alternative, the next two parts of this article draw on autoethnographic findings with non-Indigenous people involved in resisting resource extraction. I suggest that playfulness is an important component both of the imaginaries to be found among resisters and of the means of arriving at those imaginaries.