It’s hard to ignore the data when the data is in the room: Examining the role of students as partners in critically-oriented reform of tertiary mathematics

A growing body of research demonstrates the benefits of engaging students as partners to improve tertiary education. Yet, more research is needed to understand how students can support critical transformations outside of the classroom context. In this qualitative study, we explored how a networked improvement community (NIC) engaged students as partners toward critically transforming introductory tertiary mathematics courses in spring 2023. Using an open coding process, we analyzed field notes, interviews, and journals from NIC members to develop themes describing the NIC’s positioning of students. We compared these themes to Holen et al.’s (2021) framework on student-institutional partnerships. Findings reveal four positions students may adopt in critical transformation efforts: democratic participant, apprentice, consultant, and beneficiary. This study contributes to the field’s understanding of ways students can influence larger structural and cultural systems that impact student success, as well as challenges inherent in this work

The Alternative Father of the Specious Present: The Experience of Time from E. Robert Kelly’s The Alternative: A Study in Psychology

The now common, if not uncontroversial, terminology of ‘the specious present’ was coined in Kelly’s The Alternative (Clay 1882). Through returning to Kelly’s work, I have three aims. First, to make the case for there being two distinct motivations behind an appeal to a temporally extended experience as of the present: a phenomenological sense in which an interval of time invariably seems temporally present; and a need to account for the experience of succession. Second, to bring into focus—explaining and dissolving—a puzzle of temporal experience encapsulated in Kelly’s appeal to ‘paradoxic’ and ‘anti-paradoxic’ experience. The third and subsidiary aim is to provide the first substantial outline of Kelly’s account of temporal experience. Despite the common usage of Kelly’s terminology in contemporary discussions of the experience of time, there is no dedicated discussion of Kelly, and of his view of our experience of time, in the literature. This is, no doubt, in large part due to the identity of Kelly being shrouded in mystery until very recently; it is also, plausibly, because of Kelly’s standing as an amateur philosopher. Nevertheless, the minor aim of the present paper is to remedy this neglect

Domenico Lovascio, ed. The False One by John Fletcher and Philip Massinger. Manchester: Manchester University Press, The Revels Plays, 2022.

This review considers Domenico Lovascio\u27s edition of The False One by John Fletcher and Philip Massinger

Pursued by a Bear: The Art of Identity in Shakespeare and Spenser

This essay explores the connection between The Winter’s Tale and The Faerie Queene, arguing that Shakespeare’s debt to Spenser is signalled by a previously unrecognized adaptation of the baby-and-bear episode from Book 6. Recognizing how Shakespeare both echoes and revises The Faerie Queene elucidates how The Winter’s Tale undermines the idea of essential identity and challenges social hierarchies. Echoes of The Faerie Queene in Shakespeare’s play and textual evidence that the same actor doubled the roles of Antigonus and Autolycus heighten Shakespeare’s criticism of the court and valorization of the power of art

Practice or Product? Labour, Training, and the “Ethics” of AI

This essay interrogates the risks posed by artificial intelligence (AI) to intellectual labour and human skills and capacities. Employing insights from ethical philosophy, political theory, and the Marxist tradition in an engagement with recent manifestos calling for AI regulation, I adopt an interdisciplinary approach to the question of labour and technology, using translation work as a case study. Intentionally bracketing whether AI will be able to replace human translators, I explore the foundation of the conflict between AI and human intellectual work: namely that the former risks destroying the cultural practices and institutions that maintain the human ability to think and communicate in the most general sense. Even if regulation were to succeed in making AI more “ethical” – that is, more transparent, less exploitative, less biased, and less environmentally destructive – it would still be “unethical” in the strict etymological sense of the term that I advance here as a hermeneutic device: AI destroys the ethos (habits, abilities, way of being) of translation by degrading the cultural and institutional “training milieu” conducive to it. This conclusion is applicable to numerous domains of labour and has implications for education and democratic citizenship

The “Daily Digital”: (Re)imagining Technology in Home-Based Women’s Gig Work in Egypt.

The gig economy is (re)shaping work and revolutionising the use of technology in everyday life. In Egypt, where more than 50 per cent of women’s enterprises are home-based, digital tools such as smartphones and social media are integral to managing informal labour practices. This paper challenges neoliberal development narratives by introducing the Daily Digital framework, a decolonial feminist lens that centres the relational and experiential dimensions of technology use. Unlike existing frameworks, it repositions the household as a site of innovation and economic agency, emphasising women’s creative strategies for (re)imagining technology and integrating it into their daily lives and work. Based on fieldwork conducted in Egypt in 2022 and 2023 with 25 home-based online food vendors, I demonstrate how women gig workers use their socially reproductive knowledges and relationalities to transform technology into a versatile tool for navigating and overcoming structural, material and social barriers, while (re)claiming and redefining their agency and mobility. This research contributes to feminist and decolonial scholarship by centring the lived experiences of women in informal economies and providing a new lens to theorise the intersections of technology, gender and labour. The Daily Digital framework offers valuable insights for (re)imagining gig work and advancing research and policy in the Global South

Testing students-as-partners theory: Science and engineering students’ perspectives on a students-as-partners consultant model for supporting an instructor-centered curriculum development community of practice

Students as partners (SaP) has emerged as a way to innovate curriculum development and create more inclusive learning experiences for students in postsecondary settings. Popular models of SaP are time intensive, involving student and instructor dyads that meet frequently. Less is known about short-term consultant models of SaP and the impact on students. This study proposes a student-as-partners consultant (SaP-C) model and tests whether it can operationalize the principles of SaP theory. Student responses to a questionnaire (n= 7, 41% response rate), analyzed using an explanatory sequential mixed methods approach, indicate that the SaP-C approach does, according to students’ perspectives, operationalize SaP principles and positively influences students’ feelings of connection to other students and faculty. This model offers instructors an evidence-based, less time-intensive way to work in partnership with students in order to be pedagogically responsive to their perspectives and experiences in course or program design efforts

In Great Haste to See a Play: A Woman Playgoer in Jacobean Worcester

This note transcribes a letter written by Mary Ingram of Worcester sometime between 1607 and 1614, in which she describes going to see a play. The note provides some context about Mary, and her sister to whom she sent the letter, and what performance she might have gone to see, and what her letter reveals about early modern women as playgoers in the provinces

L\u27 intersection de la race et du handicap : : une analyse critique des inégalités raciales dans les diagnostics d’autisme et de handicap neurodivergent chez les enfants noirs

Black children face racial inequities when it comes to autism and neurodevelopmental disability diagnoses. As we know, autism and related neurodevelopmental disabilities have historically been pathologized, stigmatized, and discriminated against. As a result, Autistic self-advocates created the neurodiversity movement, as a direct oppositional force to this historical, and present-day, harm. However, even within the context of this civil rights movement, Black, and other minoritized people have consistently been left at the margins. This marginalization is evident throughout the diagnosis process, where Black children and youth who meet the diagnostic criteria for autism and related neurodevelopmental disabilities face, on average, diagnostic inequities. This includes incorrect diagnoses, later diagnoses, and receiving no diagnoses at all. It is critical to analyze and examine the harmful mechanisms which facilitate the marginalization and inequitable treatment of Black Autistic, neurodevelopmentally disabled youth from a young age.Les enfants noirs sont confrontés à des inégalités raciales en ce qui concerne les diagnostics d’autisme et de troubles du développement neurologique. Comme nous le savons, l’autisme et les troubles neurodéveloppementaux connexes ont été historiquement pathologisés, stigmatisés et discriminés. C’est pourquoi les militant·es pour l’autisme ont créé le mouvement de la neurodiversité, en tant que force d’opposition directe à ces préjudices historiques et actuels. Cependant, même dans le contexte de ce mouvement pour les droits civiques, les personnes noires et les autres minorités ont toujours été laissées en marge. Cette marginalisation est évidente tout au long du processus de diagnostic, où les enfants et les jeunes Noir·es qui répondent aux critères de diagnostic de l’autisme et des troubles neurodéveloppementaux connexes sont généralement confrontés à des inégalités en matière d’évaluation : diagnostics, tardifs ou complètement absents. Il est essentiel d’analyser et d’examiner les mécanismes néfastes qui facilitent la marginalisation et le traitement inéquitable des jeunes noir·es autistes ou ayant des troubles neurodéveloppementaux dès leur plus jeune âge