If not Now, When? Reclaiming Academic Journals as a Space of Kindness

Authors

  • Irene Salvo University of Exeter

DOI:

https://doi.org/10.1558/jch.23400

Keywords:

Editorial

Author Biography

  • Irene Salvo, University of Exeter

    Irene Salvo is Lecturer in Greek History in the Department of Classics and Ancient History at the University of Exeter. She works on the socio-cultural history of the ancient Greek-speaking world. Her research explores rituals as affective phenomena, with a focus on gender, knowledge, mind-brain interaction, space and objects, trauma, and healing. Her latest volume has been co-edited with Tanja Scheer (Religion and Education in the Ancient Greek World, Tübingen: Mohr Siebeck 2021).

References

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Bull, Anna, and Tiffany Page. 2021. “Students’ Accounts of Grooming and Boundary-blurring Behaviours by Academic Staff in UK Higher Education.” Gender and Education 33(8): 1–17. https://doi.org/10.1080/09540253.2021.1884199

Bull, Anna, and Tiffany Page. 2022. “The Governance of Complaints in UK Higher Education: Critically Examining ‘Remedies’ for Staff Sexual Misconduct.” Social & Legal Studies 31(1): 27–49. https://doi.org/10.1177/09646639211002243.

Bull, Anna, and Rachel Rye. 2018. Silencing Students: Institutional Responses to Staff Sexual Misconduct in Higher Education. University of Portsmouth: The 1752 Group Reports. https://1752group.com/sexual-misconduct-research-silencing-students/

Carr, Edward H. 1964. What is History? Harmondsworth: Penguins.

Chivers-Wilson, Kaitlin A. 2006. “Sexual Assault and Posttraumatic Stress Disorder: A Review of the Biological, Psychological and Sociological Factors and Treatments.” McGill Journal of Medicine 9(2): 111–18. https://doi.org/10.26443/mjm.v9i2.663

Deneuve, Catherine. 2018. “Nous défendons une liberté d’importuner, indispensable à la liberté sexuelle.” Tribune Collectif, Le Monde, 9 January 2018. https://www.lemonde.fr/idees/article/2018/01/09/nous-defendons-une-liberte-d-importuner-indispensable-a-la-liberte-sexuelle_5239134_3232.html?_staled_

Freyd, Jennifer J., and Anne P. DePrince, eds. 2001. Trauma and Cognitive Science: A Meeting of Minds, Science, and Human Experience. London/New York: Haworth/Routledge.

Goleman, Daniel. 20201. Emotional Intelligence: Why It Can Matter more than IQ. London: Bloomsbury.

Jagoe, Rebecca, and Sharon Kivland. 2020. “On Care: Ex/In/Troduction.” In On Care, edited by R. Jagoe and S. Kivland, 267–76. London: Ma Bibliothèque.

Humphreys, Clarissa, and Graham J. Towl, eds. 2022. Stopping Gender-based Violence in Higher Education: Policy, Practice, and Partnerships. London/New York: Routledge. https://doi.org/10.4324/9781003252474

Moss, Sherry E., and Morteza Mahmoudi. 2021. “STEM the Bullying: An Empirical Investigation of Abusive Supervision in Academic Science.” EClinicalMedicine 40: 101121. https://doi.org/10.1016/j.eclinm.2021.101121

Nixon, Reginald D., Patricia A. Resick, and Michael G. Griffin. 2004. “Panic Following Trauma: The Etiology of Acute Posttraumatic Arousal.” Journal of Anxiety Disorders 18(2): 193–210. https://doi.org/10.1016/S0887-6185(02)00290-6

Popper, Karl. 1957. The Poverty of Historicism. London/New York: ARK/Routledge.

Prevost, Chad, and Elena Hunt. 2018. “Bullying and Mobbing in Academe: A Literature Review.” European Scientific Journal 14 (8): 1. https://doi.org/10.19044/esj.2018.v14n8p1

Royal Society Publishing. 2021. Royal Society Publishing’s Survey on Peer Review Experiences (Peer Review Week 2021). https://royalsociety.org/blog/2021/09/peer-review-survey/

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Published

2022-12-24

Issue

Vol. 7 No. 1-2 (2022): Special Issue: History and Historiography: The Interplay between Religion and Cognitive Science in Asian and Middle-Eastern Traditions

Section

Editorial

How to Cite

Salvo, I. (2022). If not Now, When? Reclaiming Academic Journals as a Space of Kindness. Journal of Cognitive Historiography, 7(1-2), 5–12. https://doi.org/10.1558/jch.23400