In this reply, I make three comments on the article ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal (2022). Unterhalter and Kadiwal foreground the meanings and implications of the department’s changing organisational titles over time, illustrating that these titles can be interpreted as metonyms that symbolise shifting registers of colonial and post-colonial identification for the department as a whole, as well as among individual staff at the UCL Institute of Education (IOE), London, UK. Geographies and positionalities are extensively elaborated in the analysis. Expanding on this, I suggest that the authors’ initial line of thinking begins to show, and can show even more, the limited recognition at the IOE that decolonial identities and discourses are underlined by an affective dimension. This connects with Unterhalter and Kadiwal’s observation that although recently decolonial theories and praxis at the IOE have taken on a more nuanced, multidimensional perspective, further institutional and individual work is required. Thus, my response engages with questions around the modalities through which a narrative of history is constructed and naturalised.
{"title":"A reply to ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal","authors":"Palesa Molebatsi","doi":"10.14324/lre.21.1.25","DOIUrl":"https://doi.org/10.14324/lre.21.1.25","url":null,"abstract":"In this reply, I make three comments on the article ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal (2022). Unterhalter and Kadiwal foreground the meanings and implications of the department’s changing organisational titles over time, illustrating that these titles can be interpreted as metonyms that symbolise shifting registers of colonial and post-colonial identification for the department as a whole, as well as among individual staff at the UCL Institute of Education (IOE), London, UK. Geographies and positionalities are extensively elaborated in the analysis. Expanding on this, I suggest that the authors’ initial line of thinking begins to show, and can show even more, the limited recognition at the IOE that decolonial identities and discourses are underlined by an affective dimension. This connects with Unterhalter and Kadiwal’s observation that although recently decolonial theories and praxis at the IOE have taken on a more nuanced, multidimensional perspective, further institutional and individual work is required. Thus, my response engages with questions around the modalities through which a narrative of history is constructed and naturalised.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process was impacted by the invasion. The research data comprise written testimonies from 81 students at the Taras Shevchenko National University of Kyiv. Thematic analysis of the data resulted in three themes: organisation of studies by the university; self-organisation of studies; and personal experiences. The article concludes that the invasion shifted the educational process online; however, students are often prevented from accessing the virtual classrooms due to constant air raids, power outages and connectivity issues with the internet, thus leading students towards more self-studying.
{"title":"The educational process of Ukrainian university students following the full-scale Russian invasion","authors":"Olena Polovko, Sergei Glotov","doi":"10.14324/lre.21.1.31","DOIUrl":"https://doi.org/10.14324/lre.21.1.31","url":null,"abstract":"On 24 February 2022, Russia launched a full-scale invasion of Ukraine, which is now in its second year. The invasion disrupted higher education institutions across the country and forced both staff and students to adapt to the new reality. This article focuses on the experiences of university students to understand how their educational process was impacted by the invasion. The research data comprise written testimonies from 81 students at the Taras Shevchenko National University of Kyiv. Thematic analysis of the data resulted in three themes: organisation of studies by the university; self-organisation of studies; and personal experiences. The article concludes that the invasion shifted the educational process online; however, students are often prevented from accessing the virtual classrooms due to constant air raids, power outages and connectivity issues with the internet, thus leading students towards more self-studying.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article, we examine education policymaking in England during the Covid-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as ‘truths’. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy – initial teacher education and inspection – we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular ‘truth’ about what needs to be done to improve education outcomes.
{"title":"Policy in the pandemic: lost opportunities, returning to ‘normal’ and ratcheting up control","authors":"C. Brooks, Jane Perryman","doi":"10.14324/lre.21.1.23","DOIUrl":"https://doi.org/10.14324/lre.21.1.23","url":null,"abstract":"In this article, we examine education policymaking in England during the Covid-19 pandemic, focusing on the period from 2020 to 2022. We argue that the pandemic, while obviously damaging materially, economically and psychologically, seemed to have provided a rare opportunity for a step change, a chance to recalibrate and reconsider values assumed as ‘truths’. However, policymaking in England appears to have been driven by a desire to return to normal as soon as possible or to double down on control. Through a rigorous policy analysis of two specific areas of policy – initial teacher education and inspection – we review policy and ministerial speeches, as well as academic papers, media articles and social media blogs published from the start of the pandemic in England, to analyse the extent to which policy formation was reactive in an attempt to maintain a steady state and return as quickly as possible to pre-pandemic normality and to previously stated intransigent policy positions. We suggest that this policy formation reflects a broader trend in policymaking, which seeks to use power and sustain privilege, underpinned by a constructed evidence base, to present a particular ‘truth’ about what needs to be done to improve education outcomes.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article delineates my place attachment and sense of home in my Epsom campus, University of Auckland, in Aotearoa New Zealand, where I studied for my PhD in two periods of time: during the first year of my PhD programme, when my sense of home was established; and when I returned to Vietnam for my six-month research trip and was stranded due to the Covid-19 pandemic, leading to my sense of home in my campus being weakened and disrupted. Using poetic autoethnography as the methodology, I recount my personal experiences of how I grew attached to my university campus as a physical place, and social spaces of cultural diversity, friendship, and academic and PhD student identity development. The article offers an analysis of my unique emotional experience of being on and off campus involuntarily, which is hardly found in extant literature on international student mobility and students’ lived experiences.
{"title":"‘Dear Epsom’: a poetic autoethnography on campus as home of an international doctoral student in Aotearoa New Zealand","authors":"A. Phan","doi":"10.14324/lre.21.1.28","DOIUrl":"https://doi.org/10.14324/lre.21.1.28","url":null,"abstract":"This article delineates my place attachment and sense of home in my Epsom campus, University of Auckland, in Aotearoa New Zealand, where I studied for my PhD in two periods of time: during the first year of my PhD programme, when my sense of home was established; and when I returned to Vietnam for my six-month research trip and was stranded due to the Covid-19 pandemic, leading to my sense of home in my campus being weakened and disrupted. Using poetic autoethnography as the methodology, I recount my personal experiences of how I grew attached to my university campus as a physical place, and social spaces of cultural diversity, friendship, and academic and PhD student identity development. The article offers an analysis of my unique emotional experience of being on and off campus involuntarily, which is hardly found in extant literature on international student mobility and students’ lived experiences.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66997033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method – photography – we facilitated postgraduate students’ reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students’ photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about (‘international’) students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students’ experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.
{"title":"Searching for belonging: learning from students’ photographs about their higher education experiences","authors":"Z. Huang, Heather Cockayne","doi":"10.14324/lre.21.1.27","DOIUrl":"https://doi.org/10.14324/lre.21.1.27","url":null,"abstract":"Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method – photography – we facilitated postgraduate students’ reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students’ photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about (‘international’) students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students’ experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Digital Agency in Higher Education: Transforming teaching and learning is an invitation for both academics and educational institutions to rethink digitalisation in the context of higher education, while other stakeholders might also benefit from reading the book to gain a more critical perspective on the digitalisation phenomenon in higher education. The authors, both senior academics in public higher education institutions inNorway, draw attention to our agentic role as humans in interaction with digital artefacts, and how wemay change in the process. They highlight that, in order to drive conscious digital transformation, human agency – and, concretely, transformative agency – is pivotal in the face of technological determination. Throughout the book, the authors introduce us to the background, implications and ideas behind digitalisation in higher education, emphasising how human agency needs to be enacted and fostered in that context.
{"title":"Book review: Digital Agency in Higher Education: Transforming teaching and learning, by Toril Aagaard and Andreas Lund","authors":"Victoria I. Marín","doi":"10.14324/lre.21.1.22","DOIUrl":"https://doi.org/10.14324/lre.21.1.22","url":null,"abstract":"Digital Agency in Higher Education: Transforming teaching and learning is an invitation for both academics and educational institutions to rethink digitalisation in the context of higher education, while other stakeholders might also benefit from reading the book to gain a more critical perspective on the digitalisation phenomenon in higher education. The authors, both senior academics in public higher education institutions inNorway, draw attention to our agentic role as humans in interaction with digital artefacts, and how wemay change in the process. They highlight that, in order to drive conscious digital transformation, human agency – and, concretely, transformative agency – is pivotal in the face of technological determination. Throughout the book, the authors introduce us to the background, implications and ideas behind digitalisation in higher education, emphasising how human agency needs to be enacted and fostered in that context.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reem Ben Giaber, Nidal Al Haj Sleiman, Jumana Al-Waeli
In this article, the internationalised campus is understood as a higher education institution, a stage and a platform, with its own cultural and legal practices and processes, on which and in which social and multiple cultural interactions are performed. Sensitive to Braidotti’s concept of nomadic subjects, we – three postgraduate students from the South West Asia and North Africa (SWANA) region – describe an intercultural encounter with each other and with a higher education institution in which we create a sense of belonging. As the three co-founders of SWANA Forum for Social Justice, we describe our experience of community building at the UCL Institute of Education, London, UK. Using our preferred conceptual framework, and reflecting on our personal narratives bearing on the question of belonging and home-making, we offer a metatheoretical conversation that draws on Bourdieu’s notion of field, habitus and capital when describing what happens during community-building practices in internationalised university campuses; an engagement with social justice in education through concepts such as recognition, safety, belonging and success; and a pragmatist philosophical conceptualisation of community as a democratic public, and its potential for action and change.
{"title":"Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice","authors":"Reem Ben Giaber, Nidal Al Haj Sleiman, Jumana Al-Waeli","doi":"10.14324/lre.21.1.36","DOIUrl":"https://doi.org/10.14324/lre.21.1.36","url":null,"abstract":"In this article, the internationalised campus is understood as a higher education institution, a stage and a platform, with its own cultural and legal practices and processes, on which and in which social and multiple cultural interactions are performed. Sensitive to Braidotti’s concept of nomadic subjects, we – three postgraduate students from the South West Asia and North Africa (SWANA) region – describe an intercultural encounter with each other and with a higher education institution in which we create a sense of belonging. As the three co-founders of SWANA Forum for Social Justice, we describe our experience of community building at the UCL Institute of Education, London, UK. Using our preferred conceptual framework, and reflecting on our personal narratives bearing on the question of belonging and home-making, we offer a metatheoretical conversation that draws on Bourdieu’s notion of field, habitus and capital when describing what happens during community-building practices in internationalised university campuses; an engagement with social justice in education through concepts such as recognition, safety, belonging and success; and a pragmatist philosophical conceptualisation of community as a democratic public, and its potential for action and change.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136257077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce turnover have been extensively researched; however, in England, fewer studies have engaged with how turnover affects students and staff, or how this impact can be mitigated. This article synthesises research suggesting that the negative impact of high turnover is linked to its corrosive impact on trust, student-centric and institutional knowledge, and collaboration and collegiality. It proposes that schools need to intentionally nurture relationships, establish routines and culture at an institutional level and create opportunities for informal professional development. It also argues that decisions about teacher allocation or assignment can drive within-school churn, undermining continuity of care. Teacher allocation decisions have a particularly negative impact on socio-economically disadvantaged and minority ethnic students, but ‘looping’ may reduce within-school churn and enhance continuity of care. Looping has been studied in several countries, but further research is needed in the English context, particularly given that teachers report being open to the strategy, if it is supported by evidence. However, as this article highlights, there are potential tensions between reducing teachers’ influence over allocation and the impact this might have on teacher satisfaction and retention, as well as potential tradeoffs between grade-specific and student-specific expertise.
{"title":"Continuity and churn: understanding and responding to the impact of teacher turnover","authors":"L. Menzies","doi":"10.14324/lre.21.1.20","DOIUrl":"https://doi.org/10.14324/lre.21.1.20","url":null,"abstract":"Teacher turnover is a long-standing and worsening problem for schools in England. Strategies to reduce turnover have been extensively researched; however, in England, fewer studies have engaged with how turnover affects students and staff, or how this impact can be mitigated. This article synthesises research suggesting that the negative impact of high turnover is linked to its corrosive impact on trust, student-centric and institutional knowledge, and collaboration and collegiality. It proposes that schools need to intentionally nurture relationships, establish routines and culture at an institutional level and create opportunities for informal professional development. It also argues that decisions about teacher allocation or assignment can drive within-school churn, undermining continuity of care. Teacher allocation decisions have a particularly negative impact on socio-economically disadvantaged and minority ethnic students, but ‘looping’ may reduce within-school churn and enhance continuity of care. Looping has been studied in several countries, but further research is needed in the English context, particularly given that teachers report being open to the strategy, if it is supported by evidence. However, as this article highlights, there are potential tensions between reducing teachers’ influence over allocation and the impact this might have on teacher satisfaction and retention, as well as potential tradeoffs between grade-specific and student-specific expertise.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66996310","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.
{"title":"The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts","authors":"A. Quickfall, Philip E. Wood, Emma Clarke","doi":"10.14324/lre.20.1.50","DOIUrl":"https://doi.org/10.14324/lre.20.1.50","url":null,"abstract":"Those training to become teachers in England during the 2019/20 academic year were severely impacted by the first national lockdown due to the Covid-19 pandemic, with many missing school placements, giving them less time to build experience and confidence before becoming newly qualified teachers (NQTs). Their first year of teaching was also severely impacted by the pandemic. As part of a British Academy-funded project, we collected data from 2020/1 NQTs in England through their first year of teaching. This article focuses on the qualitative data from seven participants, utilising online interviews to understand the challenges and opportunities they faced within the sector during the pandemic. Our findings, while drawing on small-scale data, provide insights into how schools and training providers can support trainees in healthier times, and include the importance of relationships within school, support given by school leaders and the need to acknowledge the challenges of beginning a professional career. These findings may also be useful in future disruptive events for early teacher education.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49319890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Registering 9.0 on the Richter scale, the 2011 Great East Japan Earthquake (hereafter, 3.11 disaster) is one of the largest and most damaging in history. Gender, Culture, and Disaster in Post–3.11 Japan, by sociologist Mire Koikari, Professor of Women, Gender, and Sexuality Studies at the University of Hawai‘i, illustrates the interrelationship between cultural production and the Japanese government’s agenda to mobilise men, women and children in post-disaster national reconstruction. Comprised of six chapters, the book draws on key themes encompassing genderisation (Chapters 2 and 3), militarism (Chapter 4) and Japan’s past and present international relations (Chapter 5). This will not surprise anyone who is familiar with Koikari’s previous academic work traversing feminism, nationalism, security culture/securitisation and imperialism, all of which are recurring motifs throughout the book. Koikari illuminates post-3.11 disaster resilience building as a deeply politicised process embedded in the tenets of capitalism, neoliberalism and neoconservatism. Readers expecting this book to provide
{"title":"Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari","authors":"Sum Yue (Jessica) Ko","doi":"10.14324/lre.20.1.51","DOIUrl":"https://doi.org/10.14324/lre.20.1.51","url":null,"abstract":"Registering 9.0 on the Richter scale, the 2011 Great East Japan Earthquake (hereafter, 3.11 disaster) is one of the largest and most damaging in history. Gender, Culture, and Disaster in Post–3.11 Japan, by sociologist Mire Koikari, Professor of Women, Gender, and Sexuality Studies at the University of Hawai‘i, illustrates the interrelationship between cultural production and the Japanese government’s agenda to mobilise men, women and children in post-disaster national reconstruction. Comprised of six chapters, the book draws on key themes encompassing genderisation (Chapters 2 and 3), militarism (Chapter 4) and Japan’s past and present international relations (Chapter 5). This will not surprise anyone who is familiar with Koikari’s previous academic work traversing feminism, nationalism, security culture/securitisation and imperialism, all of which are recurring motifs throughout the book. Koikari illuminates post-3.11 disaster resilience building as a deeply politicised process embedded in the tenets of capitalism, neoliberalism and neoconservatism. Readers expecting this book to provide","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43046697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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