How is your institution enabling Black, Asian and minority ethnic staff and students to thrive? Is your institution effectively tackling racism? Following the 2020 Black Lives Matter movement, the higher education sector has started making bold commitments to dismantling structural racism. However, big questions remain about how higher education can combat institutional racism and achieve real change. This book disrupts the higher education sector through ambitious actions and collective, participatory and evidence-informed responses to racism. It offers a roadmap for senior leaders, staff and students to build strategies, programmes and interventions that effectively tackle racism. Arising from current staff and recent student experiences, this book supports institutions driving equality, diversity, inclusion and intersectional programmes in higher education.

This book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors’ and readers’ working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world. Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.

This book asks researchers what uncertainty means for literacy research, and for how literacy plays through uncertain lives. While the book is not focused only on COVID-19, it is significant that it was written in 2020-2021, when our authors' and readers' working and personal lives were thrown into disarray by stay-at-home orders. The book opens up new spaces for examining ways that literacy has come to matter in the world. Drawing on the reflections of international literacy researchers and important new voices, this book presents re-imagined methods and theoretical imperatives. These difficult times have surfaced new communicative practices and opened out spaces for exploration and activism, prompting re-examination of relationships between research, literacy and social justice. The book considers varied and consequential events to explore new ways to think and research literacy and to unsettle what we know and accept as fundamental to literacy research, opening ourselves up for change. It provides direction to the field of literacy studies as pressing global concerns are prompting literacy researchers to re-examine what and how they research in times of precarity.

First printed in 2001 by the University of Pennsylvania Press, this book has been out of print for several years and is highly sought after by researchers in the field of Medieval cultural studies. "Double Agents" was the first book length study of women in Anglo-Saxon written culture that took on board the insights of contemporary critical theory, especially feminist theory, in order to elucidate the complex challenges of both the absence and presence of women in the historical record. That is to say, unlike the two earlier books on women in this period (by Fell, 1984, and by Chance, 1986), this is not a book about only those women in the written record (whether we think of it as historical or literary) of Anglo-Saxon England, it also tackles the question of how the feminine is modelled, used, and metaphorised in Anglo-Saxon texts, even when women themselves are absent.This book spans the entire Anglo-Saxon period from Aldhelm and Bede in the earliest centuries to Alfric and the anonymous homilists and hagiographers of the later tenth and eleventh centuries; it draws on Anglo-Saxon vernacular texts as well as Latin ones, and on those works most familiar to literary scholars (such as the "Exeter Book Riddles" or "Cadmon's Hymn", the first so-called poem in English, or the female "Lives of Saints") as well as historians (wills, charters, the cult of relics); it deliberately reconsiders, from the perspective of gender and women's agency, some of the key conceptual issues that studying Anglo-Saxon England presents (the relation of orality to literacy; that of poetry and sanctity to belief; and, the cultural significance of names, naming, and metaphors in Anglo-Saxon writing).