Search results

In this chapter, we consider how the character of Rob Titchener has been developed in The Archers, moving him from hero of the hour to villain of the piece. We draw on a critical disability studies’ perspective to argue that ability and disability have been crucial in turning the character of Rob from the desirable and attractive man who first arrived in the village into a national hate figure, despised by all. We begin this analysis by introducing critical disability studies and studies of ableism as fields of academic inquiry. We then draw on these resources to offer an analysis of the ways in which ability and disability were used as a narrative device to develop Rob’s character. We question the ways in which ability and disability are used to denote ‘good’ and ‘evil’ in the development of characters in cultural texts like The Archers, and end with a plea to scriptwriters to engage differently with dis/ability and to consider the impact of the stories we tell on the everyday lives of disabled people.

The popularity of television shows such as CSI:(insert appropriate city here) makes everyone think they are somehow a forensic expert. The portrayal of this kind of subject on radio is of course much more complicated as each observer has an image in their own head rather than in front of their eyes. This chapter seeks to inform The Archers listeners and other interested parties about the Blossom Hill Cottage crime scene examination — what they might expect to have seen from an evidential perspective and how the findings may inform the court as to what really occurred that fateful night. The chapter presents general information about different blood patterns that may be observed at crime scenes such as this and others, what they may (or may not) mean and a discussion about the strengths and limitations of this kind of scientific examination and interpretation. Whilst this can clearly be a serious subject, the intention is to inform and (probably) bust some televisual myths with a light-hearted edge from an Archers fan and fellow Tweetalonger, additionally considering online speculation about other potential evidence.

Decolonizing the curriculum is an important topic in education but what does it really mean to decolonize the curriculum? In this self-study, I reflected, with the help of a critical friend, on what decolonizing the curriculum could mean in the context of my biology education classroom using the Pedagogical Content Knowledge model by Davidowitz and Rollnick (2011) as the guiding framework. From these reflections, I came to the conclusion that decolonizing the curriculum is not about erasing the known facts and principles of science but rather, it is about contextualizing it by replacing the Eurocentric stories, texts, and examples among other things, with our own Afrocentric ones. Contextualizing our curriculum is, however, fraught with challenges which include underdeveloped indigenous languages available to be used as languages of instruction, lack of locally produced teaching and learning resources including textbooks, and lack of documented indigenous knowledge that curriculum implementers can use in their teaching in order to make it contextually relevant. In this chapter, I share insights from my reflections.

Mangroves constitute an important ecosystem because of their global extent and high productivity. These plants thrive in the intertidal zones of the tropics and subtropics that are characterized by regular tidal inundation and fluctuating salinity. Mangrove species are well adapted, both morphologically and physiologically, to survive under saline conditions, but in hypersaline environment their growth is reduced. The present chapter is a critical analysis on the impact of salinity on the growth of a common mangrove species (Hertiera fomes). The analysis has been carried out in the framework of Indian Sundarbans, which has contrasting salinity profiles in different segments owing to barrage discharge and siltation phenomena. Analysis of the decadal profile of salinity indicates a gradual lowering in the western Indian Sundarbans due to Farrakka barrage discharge and run-off from catchments. The central sector, however, exhibits a contrasting picture of increment of aquatic salinity through time, mainly due to disconnection of the Bidyadhari River with the Ganga–Bhagrirathi–Hooghly River system (in the western part). This has made the Matla River in the central Indian Sundarbans hypersaline in nature (that used to get water from the Bidyadhari River) finally leading to an insecure ecological condition for the growth and survival of mangroves. The possible remedial measures to combat the situation have also been listed considering the ecological framework of the study zone.