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One of the most pressing characteristics of the neoliberal restructuring of academia, together with increased managerialism, performativity measures, and a "customer service" approach, is the casualization or precarization of academic work. Casualization entails a fragmentation of academic work, where academics are forced to move between workplaces on hourly-paid and fixed-term contracts, often doing their job without access to resources such as an office, training, or paid research time. While a number of feminist scholars have investigated the ways in which feminist academics negotiate the ever-increasing mechanisms of individualization, ranking, and auditing of their work, this article focuses on the precarious pedagogies of casualized feminist scholars. Recounting experiences of challenging the hierarchical hegemony of the university, and its white male Euro- and US-centric focus, the article maps attempts to affect the teaching and learning process, while highlighting the precarious but still privileged position of casualized feminist scholars in higher education. Delineating some of the difficulties of teaching with a feminist politics of responsibility in the marketized university, this article suggests possibilities for resistance.

The 'material turn' in critical theory - and particularly the turn towards the body coupled with scientific insights from biomedicine, biology and physics - is becoming an important path in fields of humanities-based scholarly inquiry. Material and technological philosophies play an increasingly central role in disciplines such as literary studies, cultural studies, history, performance and aesthetics, to name only a few. This edited collection of essays investigates how the material turn finds applications within humanities-based frameworks - focusing on practical reflections and disciplinary responses. It takes as its critical premise the understanding that importation of theoretical viewpoints is never straightforward; rather, a complex, sometimes even fraught, communication takes place between these disciplines at the imperceptible lines where praxis and theory meet, transforming both the landscape of practical engagement and the models of material theory. Presenting a multi- and interdisciplinary consideration of current research on the cultural relationship to living (and non-living) bodies, Corporeality and Culture: Bodies in Movement puts the body in focus. From performance and body modification to film, literature and other cultural technologies, this volume undertakes a significant speculative mapping of the current possibilities for engagement, transformation and variance of embodied movement in relation to scientifically-situated corporealities and materialities in cultural and artistic practices. Time and time again, it finds these ever-shifting modes of being to be inextricably interdependent and coextensive: movement requires embodiment; and embodiment is a form of movement. About the Editors: Karin Sellberg, University of Queensland, Australia, Lena Wånggren, University of Edinburgh, UK and Kamillea Aghtan, Independent Scholar. Publisher's note.

AbstractThe paper presents interview data from Malawian government representatives, trade unionists, employers and people with disabilities from the country's largest cities Lilongwe and Blantyre. Findings relate to the gap between the discourse of employers and government officials and that of workers with disabilities. Firstly, we find a policy‐based assumption of a formalised workforce that is not representative of the predominantly informal disabled workforce. Secondly, the disruptive, intermittent and often reactive nature of non‐governmental organisation (NGO) interventions can limit long‐term inclusivity agendas and undermine the work of disabled activists in Malawi. Lastly, we present findings on the stigmatised nature of disability in these urban centres. We find that stigma is economic: Urban workers with disabilities are discriminated against locally by employers, landlords and banks on assumptions they will not produce or earn enough to meet productivity demands, rent or repayment costs.

Leading academics take a distinctive new approach to the understanding of public sociology education in this perceptive new resource. Through pedagogical case studies and inter-contributor dialogues, they develop and challenge thinking in the field. Divided into three sections on the publics, knowledges and practices of public sociology education, it looks beyond the boundaries of academia to deliver fresh responses to key disciplinary questions including the purposes and targets of sociological knowledge. For students, academics and practitioners, it is a timely and thought-provoking contribution to debate about public sociology education