Book Reviews: Environmental Communication
More-than-Human Aesthetics: Venturing Beyond the Bifurcation of Nature
Melanie Sehgal and Alex Wilkie, eds. Bristol, United Kingdom: Bristol University Press. 2024. 258 pages, including index.
Index Terms—aesthetics, bifurcation of nature, environmental philosophy
Reviewed by Diane Martinez, Associate Professor, Western Carolina University
More-than-Human Aesthetics: Venturing Beyond the Bifurcation of Nature is the second book in the Dis-Positions Series at Bristol University Press. This series promotes “novel fields of inquiry, adventurous theoretical and empirical projects, and inventive methodological practices” (p. xii). It brings together the intersectional work among researchers and scholars in “sociology, anthropology, history, geography, design and philosophy, not least as they bear on the broad field of science and technology studies” (p. xii). This series provides context for the book in that contributors use a “Whiteheadian” lens to “rethink approaches to what has been called the Anthropocene” (p. xiii). Using the philosophical writings of Alfred North Whitehead, contributors wrestle with his notions of aesthetics as it relates to the bifurcation of nature, a split between “‘bare nature’” and “‘nature as perceived’” or the division between body and mind, thought and feeling (p. 4). The editors, Melanie Sehgal and Alex Wilkie, posit that concepts and discussions about aesthetics have been relegated to the “margins,” and that this is part of the problem when looking at ways to solve our current environmental crisis. Thus, discussions about aesthetics can help us rethink the split between thinking and feeling propagated from Western modernity. A return to the arts challenges modern and Western concepts of knowledge and knowledge practices and provides “more just (symmetrical) environmental politics of liveable worlds” (p. 16).
The book is a scholarly collection of philosophy with fourteen chapters divided into four sections: Feeling and Experiencing, Problematizing and (Re)Valuing, Infecting and Caring, and (Un)Learning and Luring. Although the editors provide an explanation about the book’s structure in the introduction, it would be helpful to have a detailed discussion at the start of each section about what those categories mean related to the overall topic of aesthetics and the bifurcation of nature.
Readers should be prepared for deeply complex, difficult meditations on a wide range of philosophical topics, such as exploring historical and modern concepts of aesthetics to analyze how we view our experiences in this world; using external objects to explore alternatives for storing nuclear waste; drawing on Whitehead’s notions of “social aesthetics” (p. 71) to develop a social aesthetic of race; connecting Whitehead with Dante’s great refusal as a means of dissecting the environmental tipping point we live in; using dance as a lens for understanding climate change; reflecting on a medical “never event” to uncover new approaches to patient care; explaining how addictive properties of social media affect our view of nature; and sharing pedagogical approaches to unlearn our modern frames of thought regarding nature.
More-than-Human-Aesthetics is written for academics, not students or the public. In most chapters, including the introduction, contributors expect readers to be familiar with A. N. Whitehead’s work, along with other philosophers’ writings like Kant, Dewey, and Guattari. Without a solid education in philosophy, readers may struggle to get to the heart of each chapter and its connection or application to the Anthropocene or modern-day environmental matters. Additionally, almost all chapters are written in a scholarly style with discipline-specific language, which may make it difficult for non-philosophy majors or experts to read and understand.
Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic
Karim Sadeghi, Michael Thomas, and Farah Ghaderi. London, UK. Bloomsbury Academic. 2024. 275 pages, including index.
Index Terms: digital technology, educational technology, hybrid learning, post-pandemic education, technology-enhanced language teaching and learning.
Reviewed by Yanhui Chen, Ph.D. student, Shanghai International Studies University (SISU) / SISU Intercultural Institute (luckycyh@126.com)
In the context of the global shift towards digital transformation in education, the publication of Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic emerges as a timely resource, which delves into how digital technologies have reshaped language education during the unprecedented challenges posed by the global pandemic. This volume synthesizes global theoretical and practical perspectives on pandemic-era challenges and opportunities in language education, alongside critical lessons for integrating digital technologies into teaching and learning practices, aligning with UNESCO’s vision for leveraging information and communication technologies to enhance educational outcomes. It uncovers important messages for stakeholders about embedding technology into the multifaceted contexts of language teaching and learning in contemporary society, and addresses critical issues highlighted by UNESCO, such as digital divide and educational inequalities. Given the pivotal role of hybrid learning in ensuring continuous education during the Covid-19 pandemic, this volume provides essential support for educators to innovate and sustain effective educational practices in the digital age.
The book is structured into five thematically coherent parts, encompassing a total of seventeen chapters. The logical arrangement of the five parts—emergency CALL, responses to CALL, technology integration, e-assessment, and post-Covid lessons—systematically addresses various aspects of technology-enhanced language teaching and learning. The introductory chapter sets the stage by tracing the evolution of Computer-Assisted Language Learning (CALL) and highlighting the shift from traditional applications to a broader, technology-enhanced approach. The introduction delineates the trajectory of CALL from its origins in mainframe computing to the contemporary digital era, critically examining its affordances and challenges in global language education.
Part 1 presents case studies that illustrate the immediate responses to the shift to online teaching. Chapter 2 explores the distracted learning environment in synchronous online courses. Chapter 3 examines the teaching of Italian as a second language during the pandemic, highlighting teachers’ perspectives on issues like technology familiarity and teaching strategies. Chapter 4 elaborates on three cases of transitioning to online English teaching in various countries, emphasizing teacher knowledge, sociocultural context, and local support.
Part 2 details how learners and educators responded to online learning realities. Chapter 5 focuses on the adult English learners’ attitudes and emotional experiences, which provides valuable insights into the affective dimensions of online learning, particularly for immigrant and refugee students. Chapter 6 illustrates the development of L2 learner autonomy in a Japanese online study-abroad program, while chapter 7 examines technology’s role in fostering autonomy and motivation in out-of-class language learning for advanced learners. Chapter 8 employs corpus analysis to critique media representations of Australian EAL/D students during lockdowns, revealing systemic marginalization and misrepresentation of this group.
Part 3 elucidates various innovative technology integrations in language teaching. Chapter 9 discusses how popular media such as Netflix can be leveraged to enhance engagement and social interaction in language learning. Chapter 10 shares insights from a critical participatory action research study on online learning, emphasizing reflective practice for effective transitions. Chapter 11 offers strategies for using synchronous videoconferencing in writing instruction.
Part 4 tackles the challenges of online language assessment. Chapter 12 explores formative assessment in synchronous online language teaching during the Covid-19 pandemic, highlighting its effectiveness and support for student learning. Chapter 13 discusses the potential of e-portfolios for language assessment to enhance student learning and offers practical implementation tips. Chapter 14 discusses transitioning to digital-based assessments, emphasizing validity, reliability, integrity, and technology’s role in fair and effective online evaluations.
Part 5, the book’s concluding section, looks to the future of language education. Chapter 15 reflects on lessons for post-Covid language education, emphasizing flexibility and inclusivity, and the integration of online and face-to-face instruction. Chapter 16 examines digital inequalities and decolonization in CALL, offering insights and suggestions for equitable language education policies. Chapter 17 summarizes key insights and lessons learned from the pandemic, and outlines a research agenda for future CALL studies.
Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic has made substantial contributions to the fields of CALL, language education, and educational technology. Firstly, it advances theoretical understanding of CALL by exploring the interplay between technology, and pedagogy in language learning. By incorporating voices from teachers, students, and researchers across diverse geographical locations and language teaching contexts, the book provides a historical record of the pandemic’s transformative impact on language education, and illustrates how sociocultural contexts shape online language teaching practices, as seen in case studies from the US, China, and Indonesia. Each chapter is also research-based, with comprehensive literature reviews that cover a wide range of previous studies. This not only adds credibility but also helps readers situate current research within the existing body of knowledge, thereby contributing to the theoretical development of the field.
Secondly, the book’s emphasis on practical case studies and empirical research provides numerous useful insights for both researchers and practitioners. It synthesizes real-world examples of teaching strategies, assessment methods, and technology integration applicable in the classroom to demonstrate how hybrid models inform resilient language education frameworks. In addition, the interdisciplinary approach of this book also makes it valuable for professionals in educational technology, curriculum design, and teacher training to have a deeper understanding of the complex issues in language teaching and learning in the digital age.
Thirdly, the book’s focus on the emotional and psychological dimensions of online learning is particularly noteworthy, as it addresses an often-overlooked aspect of technology-enhanced education. By highlighting the affective challenges faced by learners, particularly those from marginalized backgrounds and vulnerable groups in language education during the pandemic, the book underscores the importance of designing inclusive and supportive online learning environments. For example, chapters on adult immigrant and refugee students’ online learning and the media representation of Australian EAL/D students shed light on the unique challenges they face, such as technological barriers, cultural differences, and social isolation. This focus on equity and inclusion is crucial for informing more just language education policies and practices, thus having a far-reaching impact on the practical implementation of language teaching.
While the book is comprehensive in its coverage of technology-enhanced language teaching and learning, it does have some limitations. One notable omission is the lack of a dedicated discussion on the role of artificial intelligence (AI) in language education. Given the rapid advancements in AI and its increasing use in language learning applications, this is a significant gap that could have been addressed. Furthermore, while the book provides valuable insights into the challenges of online learning, it could have offered more concrete recommendations for addressing these challenges. For example, while several chapters discuss the importance of teacher training and professional development, there is limited discussion of specific strategies or frameworks for implementing such training.
What’s more, the book touches on issues of digital divide and inequality, but it could have delved deeper into these topics. A more in-depth analysis of how to address these inequalities in language education, both within and between countries, would have been beneficial. Finally, the book’s focus on the short-term experiences and immediate responses to the pandemic, while timely, raises questions about its long-term relevance. As the world moves beyond the immediate crisis, it will be important to conduct longitudinal studies on how the lessons learnt during the pandemic can be applied to future educational challenges.
In conclusion, Technology-Enhanced Language Teaching and Learning: Lessons from the Covid-19 Pandemic stands as a crucial contribution to the field of language education in the digital age. By documenting the experiences of educators and learners, it examines the critical role of technology in fostering resilience, autonomy, and innovation in language teaching practices, presenting a wealth of practical insights, research-based findings, and diverse perspectives that can inform post-pandemic language education and. Overall, the book’s emphasis on empirical research and theoretical reflections makes it a must-read for learners, educators, researchers, and policymakers alike on understanding how the pandemic has reshaped language education through the lens of technology, and navigating the challenges and opportunities of technology-enhanced language teaching and learning in the post-pandemic era.
The Existential Toolkit for Climate Justice Educators: How to Teach in a Burning World
Jennifer Atkinson and Sarah Jaquette Ray, eds. Oakland, CA: University of California Press. 2024. 339 pages, including index.
Index Terms—climate justice, emotional education, environmental curriculum, sustainable teaching
Reviewed by Diane Martinez, Associate Professor, Western Carolina University.
Over the past decade or more, teaching about the climate crisis has been a matter of choice with teachers being able to choose how to address environmental issues in their classes. In recent years, it is almost impossible to avoid this subject. With so much negative news coverage, students and teachers feel overwhelmed when talking about the current climate challenges. The Existential Toolkit for Climate Justice Educators: How to Teach in a Burning World is a resource to help mitigate dark conversations about the present and the future.
The book has 37 chapters divided into eight sections. Emotion is the main theme for each chapter. Climate conversations are emotional for most people, especially for those tasked with cleaning up the previous generations’ messes. Students report feeling overwhelmed, depressed, and hopeless about their future, as well as helpless against powerful industries that continue to ravage and pollute the earth despite urgent calls to stop or modify current operations. This is where editors, Jennifer Atkinson and Sarah Jaquette Ray, step in and offer a hand to teachers who have been fielding climate conversations and activities alone.
The Existential Toolkit for Climate Justice Educators is an interdisciplinary amalgam of lesson plans and assignments for teaching about the climate crisis and climate change with the goal of helping students understand their emotions about the subject and to turn their emotions into positive activities. Most chapters are short and introduce the lesson or assignment by explaining how it evolved in the author’s classroom or how it is beneficial when teaching about a particular aspect of climate or the environment. Some chapters are more discussion-oriented, whereas others offer step-by-step instructions for implementing a lesson or project.
Although the editors explained the book’s organization in the main Introduction, each section would have benefitted from having had its own Introduction. The section titles alone are not all that descriptive or self-explanatory about what readers will find in a section. I found it hard to distinguish the chapters in one section from the chapter topics in another section. A one-page introduction for each section would have provided helpful context, making the book less overwhelming and more effective. Each chapter’s focus on helping students with their emotions felt overwhelming, leaving me depressed by the daunting task ahead. Breaking up the reading by understanding the sections better can help readers avoid this burnout. Despite these minor drawbacks, educators and counselors will find several chapters helpful for their interactions with students on this important subject.