Responses To 7 October Universities

One of three volumes responding to the 7 October attack, Universities focuses on the heartland of contemporary antisemitic thinking, which is scholarship; and its reflection in student discourse on campus. Contributions go back to Sartre and to debates of Marx’s time; another looks at the New Left forged in the civil rights movement, and shows how antisemitic responses to the 2023 violence were anticipated by some of the responses to the 1967 Arab League aggression. The feminist movement and ‘progressives’ more generally come under scrutiny, and there is analysis of antisemitism on campus after 7 October, showing how it is tolerated and protected there; including in archaeological attempts to deny that there is an ancient Jewish history in Israel. This work will appeal to scholars, students and activists with an interest in antisemitism, Jewish studies and the politics of Israel.

One of three volumes responding to the 7 October attack, Antisemitic Discourse focuses on the ideology that motivated it and the antisemitism that shaped many responses to it. It examines the provenance of the Jew-hatred, from English history to Palestinian Islamism; from toxic 19th century ‘Jewish Question’ rhetoric to the perversion of the Trotskyist tradition that allowed parts of the left to embrace antisemitism. It includes Howard Jacobson’s lecture of 22 October on antisemitism and it focuses on what was significant about this attack. There is discussion from Britain, Germany, Poland, and Norway, and a linguistic account of responses. This work will appeal to scholars, students and activists with an interest in antisemitism, Jewish studies and the politics of Israel.

One of three volumes responding to the 7 October attack, Law and Society begins with a legal and a genocide studies critique of the claim that Israel is genocidal; another reflects on the absence of an understanding of antisemitism in international legal discourse. There are reflections on experiences in the Palestine solidarity movement and on the twists that discourse there takes. Contributions draw on Judaism, feminism, and sociology to face what happened and to trace how Israelis were transported back to a quintessentially pre-Israel Jewish experience. Others survey reports of antisemitism around the globe in the wake of 7 October, including pieces about Britain and Germany. This work will appeal to scholars, students, and activists with an interest in antisemitism, Jewish studies, and the politics of Israel.

A particularly timely book, given the high proportion of international students and staff in higher education Public health was the immediate concern when the Covid-19 pandemic struck in Asia, then in Europe and other parts of the world. The response of our education systems is no less vital. Higher education has played a major role in responding to the pandemic and it must help shape a better, more equitable and just post-Covid-19 world. This book explores the various responses of higher education to the pandemic across Europe and North America, with contributions also from Africa, Asia and South America. The contributors write from the perspective of higher education leaders with institutional responsibility, as well as from that of public authorities or specialists in specific aspects of higher education policy and practice. Some contributions analyse how specific higher education institutions reacted, while others reflect on the impact of Covid-19 on key issues such as internationalisation, finance, academic freedom and institutional autonomy, inclusion and equality and public responsibility. The book describes the various ways in which higher education is facing the Covid-19 pandemic. It is designed to help universities, specifically their staff and students as well as their partners, contribute to a more sustainable and democratic future.

Style and Reader Response: Minds, media, methods profiles the diversity of theoretical and methodological approaches in reception-oriented research in stylistics. Collectively, the chapters investigate how real readers, players, audiences, and viewers respond to, experience, and interpret texts. Contributions to the book investigate discourse types such as contemporary literature, poetry, political speeches, digital fiction, art exhibitions, and online news discourse. The volume also exemplifies the variety of empirical approaches in reception research, with contributors drawing on a range of methods including discussion groups, interviews, questionnaires, and think-aloud protocols with data analysed from both online and offline sources. Style and Reader Response makes an important contribution to an emerging paradigm within stylistics in which verifiable insights from readers are used to generate new models and new understandings of texts across media, with each essay demonstrating the centrality of empirical research for theoretical, methodological, and/or analytical advancements within and beyond stylistics.

Presents the history of the efforts to integrate the University of Mississippi, describing James Meredith's struggles to become its first African-American student and the conflict between segregationist Governor Ross Barnet and federal law enforcement officials.

One of three volumes responding to the 7 October attack, Universities focuses on the heartland of contemporary antisemitic thinking, which is scholarship; and its reflection in student discourse on campus. Contributions go back to Sartre and to debates of Marx's time; another looks at the New Left forged in the civil rights movement, and shows how antisemitic responses to the 2023 violence were anticipated by some of the responses to the 1967 Arab League aggression. The feminist movement and 'progressives' more generally come under scrutiny, and there is analysis of antisemitism on campus after 7 October, showing how it is tolerated and protected there; including in archaeological attempts to deny that there is an ancient Jewish history in Israel. This work will appeal to scholars, students and activists with an interest in antisemitism, Jewish studies and the politics of Israel.

Cultivating respectful and productive academic relationships is a priority within higher education. What can faculty do when conflict disrupts research progress and strains the supervisor/student relationship? Supervising Conflict offers practical advice and tools to help faculty identify and actively respond to the most common grad school concerns – the "everyday" conflicts. Drawing on data collected over four years at a large research-intensive university in Canada, Heather McGhee Peggs provides faculty with a map to where issues are likely to emerge based on hundreds of coaching conversations with faculty and students. While ideally every campus would have a dispute resolution office and a graduate peer support team to help individuals navigate conflict, the reality is that faculty are often managing complex and difficult situations on their own. This unique resource combines negotiation and fair complaints-handling principles with insights from a multidisciplinary graduate peer team and highlights the critical role that equitable, restorative, and trauma-informed approaches can play in the emergence and resolution of conflict. This book includes opportunities for self-reflection, real-life case studies, and activities for professional faculty development. Supervising Conflict guides administrators seeking to address graduate concerns earlier and more effectively at a systemic level.