Search results for ""how academics""

This timely Research Handbook provides a broad analysis and discussion on how academics are managed. It addresses key issues, including the changing nature of academic work and academic labour markets, issues of power, leadership, ageing, human resource management practices, and mobility.As academia is increasingly questioned as an elite profession, a narrative of casualisation, precarity, inequality, long hours, surveillance, austerity, erosion of pay, exacerbated competition, and harmful power relations has come to dominate. Expert contributors provide multiple perspectives on how academics are managed and how the management of academics influences their roles and careers. Chapters consider how academics’ characteristics, such as gender, age, and position in their academic career, influence or are influenced by the way in which academics are managed. Drawing together a range of theoretical approaches as well as a broad geographical coverage, this Research Handbook offers an important contribution to the debates surrounding the shifting frontiers of managing academics and the questions raised for individuals, higher education institutions, and higher education systems.This Research Handbook will be a useful resource for academics and advanced students with an interest in human resource management, management and universities, and management education. Higher education professionals and policy makers will also find it to be a helpful guide.

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With the analysis of the best scholars on this era, 29 essays demonstrate how academics then and now have addressed the political, economic, diplomatic, cultural, ethnic, and social history of the presidents of the Republican Era of 1921-1933 - Harding, Coolidge, and Hoover. This is the first historiographical treatment of a long-neglected period, ranging from early treatments to the most recent scholarship Features review essays on the era, including the legacy of progressivism in an age of “normalcy”, the history of American foreign relations after World War I, and race relations in the 1920s, as well as coverage of the three presidential elections and a thorough treatment of the causes and consequences of the Great Depression An introduction by the editor provides an overview of the issues, background and historical problems of the time, and the personalities at play

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This study is an empirical and a theoretical contribution to academic labor market research in the social and educational sciences. The main focus is the situation of young academics who teach at German universities. Both the role of research and teaching in the academic labor market as well as opportunities for professional development in academia and beyond for those who teach are investigated. The study reveals how structures of the academic labor market, including academic culture, affect career decisions and development opportunities of young academics. The findings demonstrate how academics reconstruct the relation between teaching and research in their practice and how they seek new ways in making teaching meaningful in their working lives. The monograph proposes a model for evaluating the agency of academics and identifies the potential for social innovations in academia.

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This innovative book explores how inclusion can be enhanced in academia by considering the strategic work of expert academics from around the world. It offers a new look at academic work through the accounts of passionate practitioners who have each, in their own ways, made inclusion work. Making Inclusion Work exemplifies how academics can meaningfully engage in inclusive practices in their everyday work. Scholars across the world share their experiences of intervening in curriculum development, teaching and research, and reflect on practices that have worked in local contexts. The authors discuss the process for reading greater inclusion - which begins with an honest appraisal of current local practice. Reflective developers in academic institutions and educational administration will appreciate the unique insights provided by this book. Students interested in diversity and inclusion, academic practices, and autobiographical action-oriented research will also find the contributions invaluable.

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Role of Education and Pedagogical Approach in Service Learning is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. In the context of virtual learning spurred by the coronavirus pandemic, it might be viewed as increasingly difficult for students to explore opportunities for mitigating real world societal problems. The chapters in this volume demonstrate how academics have showcased, however, that online learning doesn’t mean an end to service learning. Delving into the enhancement potential of online learning, the authors uncover how students can continue to be agents of social change in our more virtual world. Describing the concept of service learning as a model and as a pedagogical tool, the collection offers a framework for service learning that can be inculcated across the higher education sector.

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Higher education institutions (HEIs) have experienced massive changes in the past three decades. Across England, the US, Australia and New Zealand, new public management has introduced corporate governance structures, strategic plans, performance management, quality assurance processes, a client-focused approach to students and curriculum, and a commodification of higher education that has seen an unprecedented growth in international student numbers. Increased numbers of HEIs has stimulated a variety of challenges for administrators, academics, students and the broader community. Drawing on data from England, Australia and New Zealand, this book addresses how policies of successive labour governments have decreased autonomy of academics and increased regimes of surveillance, radically altering how academics think about and engage in their intellectual work. It provokes the reader to think critically about the emergence of corporate styles of governance, management and leadership in HEIs and ways in which the demands of new public management and the knowledge economy has shaped and re-shaped scholarly work and identity.

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'Fleming's books are sparklingly sardonic and hilariously angry' - Guardian There is a strong link between the neoliberalisation of higher education over the last 20 years and the psychological hell now endured by its staff and students. While academia was once thought of as the best job in the world - one that fosters autonomy, craft, intrinsic job satisfaction and vocational zeal - you would be hard-pressed to find a lecturer who believes that now. Peter Fleming delves into this new metrics-obsessed, overly hierarchical world to bring out the hidden underbelly of the neoliberal university. He examines commercialisation, mental illness and self-harm, the rise of managerialism, students as consumers and evaluators, and the competitive individualism which casts a dark sheen of alienation over departments. Arguing that time has almost run out to reverse this decline, this book shows how academics and students need to act now if they are to begin to fix this broken system.

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'Fleming's books are sparklingly sardonic and hilariously angry' - Guardian There is a strong link between the neoliberalisation of higher education over the last 20 years and the psychological hell now endured by its staff and students. While academia was once thought of as the best job in the world - one that fosters autonomy, craft, intrinsic job satisfaction and vocational zeal - you would be hard-pressed to find a lecturer who believes that now. Peter Fleming delves into this new metrics-obsessed, overly hierarchical world to bring out the hidden underbelly of the neoliberal university. He examines commercialisation, mental illness and self-harm, the rise of managerialism, students as consumers and evaluators, and the competitive individualism which casts a dark sheen of alienation over departments. Arguing that time has almost run out to reverse this decline, this book shows how academics and students need to act now if they are to begin to fix this broken system.

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The climate crisis is the greatest existential threat humanity faces today. The need for a radical societal transformation in the interests of social justice and ecological sustainability has never been greater. But where can we turn to find systemic alternatives? From India, Turkey and Bolivia, to Venezuela, Canada and Lebanon, Just Transformations looks to local environmental struggles for the answers. With each case study grounded in the social movements and specific politics of the region in question, this volume investigates the role that resistance movements play in bringing about sustainable transformations, the strategies and tools they utilise to overcome barriers, and how academics and grassroots activists can collaborate effectively. The book provides a toolkit for scholar-activists who want to build transformative visions with communities. Interrogating each case study for valuable lessons, the contributors develop a conceptualisation of a just transformation that focuses on the changes that communities themselves are trying to produce.

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Accessible in its style, yet comprehensive in content, this groundbreaking book provides a wealth of advice on how academics can enhance their research practices. It also highlights the fundamental role of research leaders and how their support can prove invaluable to academics in improving their research methodology. Don Webber expertly compiles responses from different research environments and practices across a range of universities, succinctly summarising those that achieve better quality research output. Highlighting collective practices as well as individual ones, he further illustrates the responsibilities placed upon academics for their own research alongside those of their peers and how these can have considerable mutual benefits. This invigorating read will be an excellent resource for new academics who wish to learn best practice and experienced academics who may have lost their way and are wanting to get their research back on track. Research leaders who wish to have a high performing department will find this book insightful in gaining ideas on how to enable their colleagues to achieve their full potential.

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Elegant data and ideas deserve elegant expression, argues Helen Sword in this lively guide to academic writing. For scholars frustrated with disciplinary conventions, and for specialists who want to write for a larger audience but are unsure where to begin, here are imaginative, practical, witty pointers that show how to make articles and books a pleasure to read—and to write.Dispelling the myth that you cannot get published without writing wordy, impersonal prose, Sword shows how much journal editors and readers welcome work that avoids excessive jargon and abstraction. Sword’s analysis of more than a thousand peer-reviewed articles across a wide range of fields documents a startling gap between how academics typically describe good writing and the turgid prose they regularly produce.Stylish Academic Writing showcases a range of scholars from the sciences, humanities, and social sciences who write with vividness and panache. Individual chapters take up specific elements of style, such as titles and headings, chapter openings, and structure, and close with examples of transferable techniques that any writer can master.

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Accessible in its style, yet comprehensive in content, this groundbreaking book provides a wealth of advice on how academics can enhance their research practices. It also highlights the fundamental role of research leaders and how their support can prove invaluable to academics in improving their research methodology. Don Webber expertly compiles responses from different research environments and practices across a range of universities, succinctly summarising those that achieve better quality research output. Highlighting collective practices as well as individual ones, he further illustrates the responsibilities placed upon academics for their own research alongside those of their peers and how these can have considerable mutual benefits. This invigorating read will be an excellent resource for new academics who wish to learn best practice and experienced academics who may have lost their way and are wanting to get their research back on track. Research leaders who wish to have a high performing department will find this book insightful in gaining ideas on how to enable their colleagues to achieve their full potential.

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Problem solving is implicit in the very nature of all science, and virtually all scientists are hired, retained, and rewarded for solving problems. Although the need for skilled problem solvers has never been greater, there is a growing disconnect between the need for problem solvers and the educational capacity to prepare them. Learning to Solve Complex Scientific Problems is an immensely useful read offering the insights of cognitive scientists, engineers and science educators who explain methods for helping students solve the complexities of everyday, scientific problems.Important features of this volume include discussions on:*how problems are represented by the problem solvers and how perception, attention, memory, and various forms of reasoning impact the management of information and the search for solutions;*how academics have applied lessons from cognitive science to better prepare students to solve complex scientific problems;*gender issues in science and engineering classrooms; and*questions to guide future problem-solving research.The innovative methods explored in this practical volume will be of significant value to science and engineering educators and researchers, as well as to instructional designers.

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Academic freedom is under siege, as our universities become the sites of increasingly fraught battles over freedom of speech. While much of the public debate has focussed on ‘no platforming’ by students, this overlooks the far graver threat posed by concerted efforts to silence the critical voices of both academics and students, through the use of bureaucracy, legal threats and online harassment. Such tactics have conspicuously been used, with particularly virulent effect, in an attempt to silence academic criticism of Israel. This collection uses the controversies surrounding the Israeli-Palestinian conflict as a means of exploring the limits placed on academic freedom in a variety of different national contexts. It looks at how the increased neoliberalisation of higher education has shaped the current climate, and considers how academics and their universities should respond to these new threats. Bringing together new and established scholars from Palestine and the wider Middle East as well as the US and Europe, Enforcing Silence shows us how we can and must defend our universities as places for critical thinking and free expression.

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Academic freedom is under siege, as our universities become the sites of increasingly fraught battles over freedom of speech. While much of the public debate has focussed on ‘no platforming’ by students, this overlooks the far graver threat posed by concerted efforts to silence the critical voices of both academics and students, through the use of bureaucracy, legal threats and online harassment. Such tactics have conspicuously been used, with particularly virulent effect, in an attempt to silence academic criticism of Israel. This collection uses the controversies surrounding the Israeli-Palestinian conflict as a means of exploring the limits placed on academic freedom in a variety of different national contexts. It looks at how the increased neoliberalisation of higher education has shaped the current climate, and considers how academics and their universities should respond to these new threats. Bringing together new and established scholars from Palestine and the wider Middle East as well as the US and Europe, Enforcing Silence shows us how we can and must defend our universities as places for critical thinking and free expression.

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Increasingly, academics are finding that engaging with external stakeholders can be both fruitful in undertaking research and an effective way to impact policy. With insightful and practical advice from a diverse range of contributors, including academics, policy makers, civil servants and knowledge exchange professionals, this accessible book explores How to Engage Policy Makers with Your Research.With a practical focus, this book combines an array of real-life experiences and insights from the perspectives of both academics and policy makers who are experienced in informing and impacting policy. The book comprehensively illustrates how academics can more effectively engage with policy makers through a range of interdisciplinary insights and case studies. The book explores the value of research for policy, as well as modes of engagement with policy for researchers across the various stages of their career.Providing practical insights to seize the opportunity of engaging policy makers in research, this innovative book will be an excellent resource for social science academics as well as policy makers looking to benefit from academic research insights. The book provides a better understanding of how the worlds of academics and policy makers can come together to realise greater policy impact from research expertise.

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Increasingly, academics are finding that engaging with external stakeholders can be both fruitful in undertaking research and an effective way to impact policy. With insightful and practical advice from a diverse range of contributors, including academics, policy makers, civil servants and knowledge exchange professionals, this accessible book explores How to Engage Policy Makers with Your Research.With a practical focus, this book combines an array of real-life experiences and insights from the perspectives of both academics and policy makers who are experienced in informing and impacting policy. The book comprehensively illustrates how academics can more effectively engage with policy makers through a range of interdisciplinary insights and case studies. The book explores the value of research for policy, as well as modes of engagement with policy for researchers across the various stages of their career.Providing practical insights to seize the opportunity of engaging policy makers in research, this innovative book will be an excellent resource for social science academics as well as policy makers looking to benefit from academic research insights. The book provides a better understanding of how the worlds of academics and policy makers can come together to realise greater policy impact from research expertise.

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This book gives an overview of altmetrics, its tools and how to implement them successfully to boost and measure research outputs. New methods of scholarly communication and dissemination of information are having a huge impact on how academics and researchers build profiles and share research. This groundbreaking and highly practical guide looks at the role that library and information professionals can play in facilitating these new ways of working and demonstrating impact and influence. Altmetrics focuses on research artefact level metrics that are not exclusive to traditional journal papers but also extend to book chapters, posters and data sets, among other items. This book explains the theory behind altmetrics, including how it came about, why it can help academics and where it sits amongst current measurements of impact. Editor Andy Tattersall draws on the expertise of leading altmetric innovators and practitioners, with chapters from Euan Adie, the founder of Altmetric.com; William Gunn, the Head of Academic Outreach at Mendeley and Ben Showers, author of the bestselling Facet title Library Analytics and Metrics. Altmetrics: A Practical Guide for Librarians, Researchers and Academics will empower library and information professionals working in higher education, researchers, academics and higher education leaders and strategists to develop the skills and knowledge needed to introduce and support altmetrics within their own institutions.

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George Herbert Mead is a foundational figure in sociology, best known for his book Mind, Self, and Society, which was put together after his death from course notes taken by stenographers and students and from unpublished manuscripts. Mead, however, never taught a course primarily housed in a sociology department, and he wrote about a wide variety of topics far outside of the concerns for which he is predominantly remembered-including experimental and comparative psychology, the history of science, and relativity theory. In short, he is known in a discipline in which he did not teach for a book he did not write. In Becoming Mead, Daniel R. Huebner traces the ways in which knowledge has been produced by and about the famed American philosopher. Instead of treating Mead's problematic reputation as a separate topic of study from his intellectual biography, Huebner considers both biography and reputation as social processes of knowledge production. He uses Mead as a case study and provides fresh new answers to critical questions in the social sciences, such as how authors come to be considered canonical in particular disciplines, how academics understand and use others' works in their research, and how claims to authority and knowledge are made in scholarship. Becoming Mead provides a novel take on the history of sociology, placing it in critical dialogue with cultural sociology and the sociology of knowledge and intellectuals.

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That we live in a world ruled and confused by cultural diversities has become common sense. It was the social sciences that gave birth to a new theoretical paradigm, the creation of cultural theories. Since then, social science theorising applies to any social phenomenon across the world exploring cultural diversities in any social practice -- except in regard to the social sciences and how they practice the creation of knowledge. How academics in the social sciences across the world create knowledge is no topic for cultural theories. Social science theorising seemingly assumes that creating knowledge does not know such diversities. Kazumi Okamoto presents the development of an analytical instrument that helps study academic culture, analyse academic practices of how social sciences create and distribute knowledge, and the influence the academic environment has on their knowledge productions. Applying this theoretical tool to the academe in Japan, she further presents a case study about how social scientists in Japan interpret academic practices and how they are affected by their academic environment. Studying the academic culture in the case of Japan, she reveals that not only the academic practices and the academic environment of the academe in Japan show much less diversities than cultural theories tend to presuppose, but that the assumption that creating social science knowledge does not know cultural diversities is an error as well.

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Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. Wells

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Examining the modern day challenges faced by academics throughout their working lives, this timely book investigates the ways in which academic careers are changing, the reasons for these changes and their potential future impacts. Contributors with experience of work in both traditional and contemporary institutions utilise theoretical and empirical methods to provide international perspectives on the key issues confronting modern day academics. Split across three chronological parts this book guides the reader through the phases of an academic's working life and the unique challenges encountered at each stage. For those entering academia key issues considered relate to career paths and motivations and transitions from industry to academia. During academia chapters study the understanding of external examiners, questions surrounding student supervision, work-life balance, use of technology and the trade off between teaching and research. Upon leaving academia concerns turn to the difficulties of working past retirement age and emeritus roles. Exploring how academics survive and thrive in the modern higher education arena, this analytical book will be a useful tool for new and established academics and policy makers working in higher education as well as for programme leaders in educational management. Contributors include: A. Agarwal, D. Anderton, K.E. Andreasen, M. Antoniadou, W. Chambers, C. Cook, M. Crowder, P. Cureton, E. Epaminonda, M. Gibson-Sweet, J. Haddock-Fraser, J. Jones, A. Karayiannis, H. Kogetsidis, P.D. Ktoridou, S.-J. Lennie, B. Longden, S. Marriott, M. Mouratidou, T. Proctor, A. Rasmussen, C. Rees, S.K. Rehbock, K. Rowlands, P.J. Sandiford, J. Stewart, S. Wells

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Globalizing Afghanistan offers a kaleidoscopic view of Afghanistan and the global networks of power, influence, and representation in which it is immersed. The military and nation-building interventions initiated by the United States in reaction to the events of September 11, 2001, are the background and motivation for this collection, but they are not the immediate subject of the essays. Seeking to understand the events of the past decade in a broad frame, the contributors draw on cultural and postcolonial approaches to provide new insights into this ongoing conflict. They focus on matters such as the implications of Afghanistan’s lucrative opium trade, the links between the contemporary Taliban movement and major events in the Islamic world and Central Asia since the early twentieth century, and interactions between transnational feminist organizations and the Afghan women’s movement. Several contributors address questions of representation. One looks at portrayals of Afghan women by the U.S. government and Western media and feminists. Another explores the surprisingly prominent role of Iranian filmmaking in the production of a global cinematic discourse about Afghanistan. A Pakistani journalist describes how coverage of Afghanistan by reporters working from Pakistan’s Khyber-Pakhtoonkhwa (formerly the North West Frontier Province) has changed over the past decade. This rich panoply of perspectives on Afghanistan concludes with a reflection on how academics might produce meaningful alternative viewpoints on the exercise of American power abroad.Contributors. Gwen Bergner, Maliha Chishti, Cheshmak Farhoumand-Sims, Nigel C. Gibson, Zubeda Jalalzai, David Jefferess, Altaf Ullah Khan, Kamran Rastegar, Rodney J. Steward, Imre Szeman

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Writing in the academy has assumed huge importance in recent years as countless students and academics around the world must now gain fluency in the conventions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning. Professor Ken Hyland has been a contributor to the literature on this topic for over 20 years, with 26 books and over 200 chapters and articles. This work has had considerable influence in shaping the direction of the field and generating papers and PhD theses from researchers around the world. This is a topic which has found its time, as a central concept in applied linguistics, sociology of science, library studies, bibliometrics, and so on. This book brings together Ken Hyland's most influential and cited papers. These are organised thematically to provide both an introduction to the study of academic discourse and an overview of his contribution to the understanding of how academics construct themselves, their disciplines and knowledge through written texts. Several academic celebrities from the field provide a brief commentary on the papers and the book includes an overall reflection by the author on the impact of the papers and the direction of the field together with linear notes on the specific papers in each section. The volume not only includes some of Hyland's best chapters and journal articles but the thoughts of disciplinary luminaries on both the ideas in the book and the general state and direction of the field.

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Examines, then employs the metaphor of cultural impact in an effort to understand how culture works in the German-speaking world. How to gauge the impact of cultural products is an old question, but bureaucratic agendas such as the one recently implemented in the UK to measure the impact of university research (including in German Studies) are new. Impact isseen as confirming a cultural product's value for society -- not least in the eyes of cultural funders. Yet its use as an evaluative category has been widely criticized by academics. Rather than rejecting the concept of impact, however, this volume employs it as a metaphor to reflect on issues of transmission, reception, and influence that have always underlain cultural production but have escaped systematic conceptualization. It seeks to understand how culture works in the German-speaking world: how writers and artists express themselves, how readers and audiences engage with the resulting products, and how academics are drawn to analyze this dynamic process. Formulating such questions afresh in the context of German Studies, the volume examines both contemporary cultural discourse and the way it evolves more generally. It links such topics as authorial intention, readerly reception, intertextuality, andmodes of perception to less commonly studied phenomena, such as the institutional practices of funding bodies, that underpin cultural discourse. Contributors: David Barnett, Laura Bradley, Rebecca Braun, Sarah Colvin, Anne Fuchs, Katrin Kohl, Karen Leeder, Jürgen Luh, Jenny McKay, Ben Morgan, Gunther Nickel, Chloe Paver, Joanne Sayner, Matthew Philpotts, Jane Wilkinson. Rebecca Braun is Executive Dean of the College of Arts, Social Sciences, & Celtic Studies at the National University of Ireland in Galway and Lyn Marven is Lecturer in German at the University of Liverpool.

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Praise for How I Became a Quant "Led by two top-notch quants, Richard R. Lindsey and Barry Schachter, How I Became a Quant details the quirky world of quantitative analysis through stories told by some of today's most successful quants. For anyone who might have thought otherwise, there are engaging personalities behind all that number crunching!" --Ira Kawaller, Kawaller & Co. and the Kawaller Fund "A fun and fascinating read. This book tells the story of how academics, physicists, mathematicians, and other scientists became professional investors managing billions." --David A. Krell, President and CEO, International Securities Exchange "How I Became a Quant should be must reading for all students with a quantitative aptitude. It provides fascinating examples of the dynamic career opportunities potentially open to anyone with the skills and passion for quantitative analysis." --Roy D. Henriksson, Chief Investment Officer, Advanced Portfolio Management "Quants"--those who design and implement mathematical models for the pricing of derivatives, assessment of risk, or prediction of market movements--are the backbone of today's investment industry. As the greater volatility of current financial markets has driven investors to seek shelter from increasing uncertainty, the quant revolution has given people the opportunity to avoid unwanted financial risk by literally trading it away, or more specifically, paying someone else to take on the unwanted risk. How I Became a Quant reveals the faces behind the quant revolution, offering you?the?chance to learn firsthand what it's like to be a?quant today. In this fascinating collection of Wall Street war stories, more than two dozen quants detail their roots, roles, and contributions, explaining what they do and how they do it, as well as outlining the sometimes unexpected paths they have followed from the halls of academia to the front lines of an investment revolution.

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In recent years, there has been no issue that has convulsed academia and its role in society more stridently than the personal politics of its institutions: who has access to education? How does who you are change what you study and how you engage with it? How does scholarship reflect the politics of society – how should it? These new essays from one of the best-known scholars of ancient Greece offer a refreshing and provocative contribution to these discussions. What Is a Jewish Classicist? analyses how the personal voice of a scholar plays a role in scholarship, how religion and cultural identity are acted out within an academic discipline, and how translation, the heart of any engagement with the literature of antiquity, is a transformational practice. Topical, engaging, revelatory, this book opens a sharp and personal perspective on how and why the study of antiquity has become such a battlefield in contemporary culture. The first essay looks at how academics can and should talk about themselves, and how such positionality affects a scholar’s work – can anyone can tell his or her own story with enough self-consciousness, sophistication and care? The second essay, which gives the book its title, takes a more socio-anthropological approach to the discipline, and asks how its patterns of inclusion and exclusion, its strategies of identification and recognition, have contributed to the shape of the discipline of classics. This initial enquiry opens into a fascinating history of change – how Jews were excluded from the discipline for many years but gradually after the Second World war became more easily assimilated into it. This in turn raises difficult questions for the current focus on race and colour as the defining aspects of personal identification, and about how academia reflects or contributes to the broader politics of society. The third essay takes a different historical approach and looks at the infrastructure or technology of the discipline through one of its integral and time-honoured practices, namely, translation. It discusses how translation, far from being a mere technique, is a transformational activity that helps make each classicist what they are. Indeed, each generation needs its own translations as each era redefines its relation to antiquity.

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