Academic Boundaries Research Articles

The university and metropolitan planning: an innovative experience

Abstract: The Federal University of Minas Gerais (UFMG) has been carrying out an experience of metropolitan planning in Belo Horizonte, Brazil, since 2009, involving a significant number of faculty and students. In this paper, we highlight some of the innovative aspects of this planning process. We stress the specificities of a planning experience conducted under the auspices of the University in an attempt to move beyond both its disciplinary and academic boundaries. Therefore, we emphasize the participatory dimension in which the University team is engaged along with civil society. We also describe proposals that put the environmental concern at the forefront of metropolitan restructuring and the efforts to materialize them through a Green and Blue Weft (Trama Verde e Azul - TVA). Finally, we discuss our understanding of planning as a political process beyond the institutionalized public policy practice in an attempt to give voice and visibility to different ways of seeing and making the metropolitan region.

The Relevance of Relevant Thinking: Remarks on Carlin Romano's <em>America the Philosophical</em>

This paper elaborates on Romano’s landmark book as a paradigm extension from philosophy as a doctrine to philosophy as a personal disposition to think reflectively. Romano’s pragmatism highlights philosophy as a reflective tendency in the service of the relevant and for the benefit of a better life as it is actually lived. Rather than staying within its own territory, the point is to enter what might seem like non-philosophical realms of action with the idea of cultivating them. Breaking away from the overtly academic boundaries of philosophy, Romano’s book paves the way for a positive philosophy movement and for philosophy that contributes to people’s actual conduct of their lives.

Borneo History: Time for a New Look?

The present article re-assesses key episodes before and during the period of colonial rule in northern Borneo. Historical accounts of this region generally present colonial rule as benevolent state paternalism, echoing official narratives from the colonial era. Community and political leaders in the Borneo states have often called for historical accounts that reflect the vibrancy of indigenous aspirations and eschew the historiographical legacy of colonialism. The response has been muted, and consequently the historical significance of events in Brunei, Sabah and Sarawak tends to be ignored or misrepresented in wider-ranging accounts. Recently released ‘migrated archives’ from British official sources can facilitate such a re-assessment, but it cannot be confined to the period of formal colonial rule, or constricted by traditional academic boundaries.

Institutionalizing interdisciplinary sustainability curriculum at a large, research-intensive university: challenges and opportunities

As universities and colleges seek to integrate sustainability into a broad range of programs, degrees, and certificates, they must overcome traditional academic silos, disciplinary boundaries, and funding constraints. This requires an unprecedented level of curricular innovation, creative funding streams, and directed facilitation of cross-campus collaboration and communication. This article describes and analyzes recent efforts at the University of Utah to dramatically enhance interdisciplinary sustainability curriculum by utilizing a broad set of tools, including the creation of new faculty and staff positions, faculty learning communities, and special seminars; the development of new degrees and certificates; and the innovative changes in University structure and administration. The authors focus on the role of program coherence, administration, and ongoing support and assessment, as well as network building and systemic innovation that incentivize interdisciplinary sustainability teaching and curriculum development.

Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia by Nissim Kadosh Otmazgin (review)

Reviewed by: Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia by Nissim Kadosh Otmazgin Deborah Shamoon (bio) Regionalizing Culture: The Political Economy of Japanese Popular Culture in Asia. By Nissim Kadosh Otmazgin. University of Hawai‘i Press, Honolulu, 2013. xxv, 230 pages. $42.00. The academic study of Japanese popular culture has in the last ten years transformed from an underresearched, undertheorized niche into a major force in Japan studies. Publications particularly on anime, such as those by Thomas Lamarre, Marc Steinberg, and Ian Condry, as well as translations of key works by Japanese scholars such as Azuma Hiroko and Saitō Tamaki have propelled this research in serious, theoretically complex directions.1 However, expansion has not spread equally across all disciplines; as William Tsutsui points out, most scholars writing in English have backgrounds in literary studies or anthropology and are situated in cultural studies or media studies.2 Moreover, English-language scholarship on the export of Japanese popular culture tends to focus on the Japan-U.S. nexus; there is little discussion of its export to Asia.3 Regionalizing Culture by Nissim Otmazgin [End Page 456] adds significantly to this discourse by considering political economy, which he defines as “the relationship between economic matters (such as the workings of markets) and political affairs (such as the decisions of government agencies)” (p. 1) and by examining the export of Japanese popular culture to urban East Asia. In particular, his research focuses on Hong Kong, Taiwan, Shanghai, Singapore, Seoul, and Bangkok. Rather than analyzing individual texts or fan activities, Otmazgin looks at how the animation, pop music, and television industries are organized, the various ways those industries reach international markets, the technology of distribution, and the role of government control. This industry-level approach is a good complement to the cultural studies approach and provides discussion of market forces which is often missing from other studies. Otmazgin argues that the large cities of East Asia have for the last 20 years formed a coherent region, particularly as a market for Japanese popular culture. This wide focus allows readers to see how Japanese pop culture has fared in different countries and how it has been received remarkably well even in places where there is vocal anti-Japanese sentiment (or an outright ban on Japanese imports, such as in Taiwan and South Korea for a time). The wide focus also disrupts the usual academic boundaries, reinforced through graduate education and publication and tenure requirements, which force scholars to specialize in one or two countries or languages. It is unusual in Japan studies to analyze so many diverse regions. However, Otmazgin argues convincingly that young middle-class consumers with disposable income, steeped in transnational pop cultural influences, create what he calls “the regionalization of taste in East Asia’s big cities” (p. 34). Despite significant local differences, trends in these urban centers have favored consumption of U.S. and Japanese popular culture. This regional model also suggests that these patterns of consumption can trump not only national but also ethnic and linguistic boundaries. Japan, which has a limited domestic market and a tiny overseas native speaker market, was able to tap into the desire of young, urban, and affluent East Asian consumers at a time of economic growth, without or in spite of government intervention. Otmazgin starts with a detailed overview of Japan’s domestic market for cultural industries, particularly video games, manga, anime, television, and pop music. He provides hard data from these industries on size, revenue, and imports versus exports, which show how large these industries are domestically. [End Page 457] The data will be an important reference for scholars of Japanese pop culture in all disciplines, as this element is often left out of narrative-based analysis. Otmazgin includes a history of government promotion of cultural exports, what is now called “soft power,” beginning with Pacific War propaganda policies, followed by the resurgence of cultural exports in the 1970s and 1980s. Expanding on this history, he shows how Japan gradually built up political and social goodwill in the decades after the war. This is a timely reminder that the current “Cool Japan” campaign is less new than it seems...

Innovating business communication courses in Oman: from design to implementation

The article challenges the conventional formats applied by business and professional education in higher academic institutions in Oman. The shift from the current traditional educational paradigm to more effective and engaging approaches to instruction is proposed through the launch of an alternative teaching/learning model which aims at preparing undergraduate students for the real-life workplace. The suggested model is rooted in the fundamentals of project-based learning pedagogy and based on the principles of collaboration, knowledge exchange and expertise transfer. It transcends the boundaries of academia and business urging both parties to merge under the umbrella of a collaborative educational project and giving rise to an intellectual product which translates interdisciplinary knowledge into a tangible, pragmatic asset for both stakeholders involved.

Postgraduate encounters with sub‐disciplinary divides: entering the economic/development geography trading zone

The identification of, and advocacy for bridging, a divide between economic and development geography has been a focus of considerable recent attention. Yet the practical challenges and opportunities involved in crossing sub‐disciplinary boundaries, particularly at postgraduate level, are rarely examined. The processes which together shape various stages of postgraduate training and research are reflected on here. Through addressing approaches to research on the global South, specifically in the case of India's pharmaceutical industry, it is shown how in‐depth fieldwork, including engagement with the empirical realities of stakeholder interviews, can make sub‐disciplinary boundary crossing a necessity. Opportunities arise for postgraduate students to produce research that cuts across the more established academic boundaries and that may ultimately result in richer geographies of development.

Teacher learning across boundaries: a challenge to the legitimacy of language teachers’ disciplinary knowledge

The legitimate forms of knowledge recognised for language teachers in Chinese universities are differentiated by strong academic boundaries, subject only to disciplinary authority and fashion. Classroom practice on the whole tends not to be informed by research. For many language teachers, a disconnect exists between the academic discipline in which they are situated and the knowledge they apply in the language classroom. The ethnographic study addresses this disconnection. It is based on 3 years of fieldwork, which investigated a case of disciplinary innovation in the English language department of a Chinese university. Two aspects of teacher learning are investigated, namely institutional boundary practice as discursive space for learning and the learning experience of individual teachers within that space. The study reveals that boundary practice can be a source of transformative energy in developing learning cultures within which individuals may experience a process of identity integration.

Social exclusion, vulnerable groups and driving forces: Towards a social research based policy on car mobility

Social research was, until recently, not very important in the transport and mobility domain. There was a bias towards technical studies, engineering studies and towards transport economics. Social science was essentially a fringe activity; psychology was used in traffic management, under the name “human factors”, and human geography focussed on the relationship between the characteristics of urban and rural space and the production of mobility. Sociological studies, cultural studies and governance studies were scarce in the transport and mobility domains.This state of affairs changed the last 15 years. The relations between social research and transport and mobility are intensified. In the scientific world there is now an ongoing production of studies that relate social, cultural and governance perspectives to transport and mobility. There is a stock of literature on social exclusion or inclusion in transport, on travel behaviour and on driving forces for car mobility. But is the body of knowledge that did arise in these 15 years used in the design and evaluation of transport and mobility policies? It looks like this research is first and foremost an activity within the boundaries of academia. The way in which results and insights of social research are included in the design, definition and evaluation of car mobility policies is the central theme in this paper. The paper is written from a policy-maker's perspective by someone who has some 20 years of experience in the relationships between transport policies in practice and transport research results.Three domains and ten themes give an overview of the field. A summary of results of social research on car mobility shows interesting results. However, not many of these results are included in the design of national policies on car mobility. We show the state of the art and try to identify and analyse reasons for the rather difficult dissemination of results and insights from social research into national car mobility policies, with a focus on more socially inclusive and equitable policy outcomes in mind.

The institute for clinical and translational science at UC Irvine: building an inquisitive environment where everything is questioned and there is no status quo.

CTSA Profile The Institute for Clinical and Translational Science at UC Irvine: Building an Inquisitive Environment Where Everything Is Questioned and There Is No Status Quo Vince Caiozzo, Ph.D., Dan M. Cooper, M.D., Steve Cramer, M.D., Pietro Galassetti, M.D., Ph.D., Ruth Mulnard, R.N., D.N.Sc., Danh Nguyen, Ph.D., Dele Ogunseitan, Ph.D., Ellen Olshansky, R.N., Ph.D., Andria Pontello, M.B.A., and Margaret Schneider, Ph.D. Introduction T he University of California, Irvine, is one of the prestigious University of California family of campuses. It is a young and dynamic institution with a student population of 22,000 undergraduates and 5,000 graduates. The Times of London selected UC Irvine in both 2012 and 2013 as one of the top five young (less-than-50-years-old) universities in the world. Academic development in the past decade has been particularly robust with the addition of new Schools of Law and Education, and Programs in Nursing Science, Pharmaceutical Science, and Public Health. The School of Medicine and the UC Irvine Health clinical enterprise comprise the only academic health center in the central region of southern California. We are emerging as a catalyst for healthcare reform and clinical translational investigation, both regionally and globally. We are situated in one of the most ethnically and socioeconomically diverse, vibrant, and rapidly growing population centers (approximately 3 million people) in the United States—an ideal platform for the National Center for Advancing Translational Sciences (NCATS, our parent organization at the National Institutes of Health [NIH]) vision of translational research that begins in the laboratory and reaches out to all aspects of the community. In this review, we briefly describe the concerted efforts of our Clinical Translational Science Award (CTSA), funded originally in 2010 to harness the energy of what had been loosely interconnected hubs of biomedical research excellence, training, and health care, and to transform these into a creative, flexible, and proactive home for clinical translational science. Our Mission and Guiding Principles We have embraced the NCATS mission “to catalyze the generation of innovative methods and technologies that will enhance the development, testing, and implementation of diagnostics and therapeutics across a wide range of human diseases and conditions.” The ICTS vision is straightforward, “To become a global leader in advancing healthcare discovery through translational science.” This vision is guided by a set of key principles and strategies: (1) Establishing a nimble infrastructure that facilitates new and existing technology to provide novel, frequent, and effective support for the translational connection, be it in the laboratory, hospital, clinic, or community. (2) Facilitating the formation of teams of investigators that transcend traditional silos, include physicians, nurses, basic scientists, and community partners, and share information openly and frequently. (3) Providing, perhaps most importantly, in the words of Dr. George Gregory (one of the discoverers of continuous positive airway pressure that revolutionized the respiratory care of critically ill patients), “an inquisitive environment where everything is questioned and there is no status quo.” 1 The UC Irvine ICTS “Ecosystem” Within the university—“crossing boundaries” When the NIH announced its plans to radically reconfigure its vision and support for translational research almost 10 years ago, 2 the task of bringing together the elements necessary for a successful CTSA application was daunting for a comparatively small academic health center such as ours. Our challenge was to uncover and coalesce a wide range of skill and talent, ranging from expertise in mining the electronic health record for cohort discovery to engaging faculty skilled in translational research bioethics, study design, and statistics. We addressed these challenges by crossing traditional academic boundaries and integrating key concepts of multi-, trans-, and interdisciplinary team science into our organizational ethos from its inception. Examples of this include: (1) Our designation as a UC Irvine campus-wide center, which facilitated our ability to interact with schools, institutes, and centers outside of the School of Medicine. (2) Strong collaboration with the UC Irvine Program in Nursing Science and Public Health. (3) Initial leadership in study design, bioinformatics, and biostatistics through the UC Irvine Donald Bren School of Information and Computer Science. (4) An integrated medical informatics unit that engaged existing leaders of the electronic health records management of the UC Irvine Medical Center with researchers and scholars in academic departments. (5) Technology incubation infrastructure that brought together faculty from diverse schools including Physical Sciences, Engineering, and Social Ecology. Institute for Clinical and Translational Science, University of California at Irvine, Irvine, California, USA. Correspondence: Dan M. Cooper (dcooper@uci.edu) DOI: 10.1111/cts.12177 WWW.CTSJOURNAL.COM VOLUME 7 • ISSUE 4

Communication as the key to guide workforce development in the health sector in public stakeholder partnerships: a case study in Liberia

Abstract Background To improve the academic capacity of disciplines that contribute directly to the training of the health-care workforce in Liberia, the University of Liberia, in partnership with American counterparts at Indiana University and University of Massachusetts, launched the Center for Excellence in Health and Life Sciences, funded by USAID and Higher Education for Development. Methods With a participatory approach, academics, government representatives, and community constituents developed a Certificate in Public Health (CPH). Targeting midlevel governmental health workers, the programme model combined traditional coursework with intensive community-based practice experiences, allowing students and faculty to move outside traditional academic and technical disciplinary boundaries. With a participatory approach to define measurable outcomes that were relevant to health-care planning for the country, the programme continually aligned its content with stakeholder expectations. Findings The first cohort of ten students completed the core course curriculum plus 90 h of internship activity at five government facilities around Monrovia. Findings are the facilitating and challenging factors associated with the programme's development, implementation, and evaluation. Challenges include increased home-based delivery by semitrained traditional midwives and increase in malaria, diarrhoea, and acute respiratory infection in children younger than 5 years. Interpretation The Ministry of Health and Social Welfare has already provided a framework to guide the rehabilitation of the health sector in a plan called Rebuilding Basic Health Services. To align public institution outcomes to workforce needs, communication, collaboration, and synergy between stakeholders is key. Tracking the improvement of data being reported and the health outcomes of communities served by the CPH graduates will be important. Further analysis needs to be done to ensure training fills health worker gaps. Funding USAID.

Engaging bodies in the public imagination: Bioarchaeology as social science, science, and humanities

Bioarchaeology is the contextual analysis of biological remains from past societies. It is a young and growing discipline born during the latter half of the twentieth century from its roots in physical anthropology and archaeology. Although often associated with the study of ancient diet and disease, bioarchaeology leverages variable temporal scales and its global scope to provide a uniquely comparative perspective on human life that transcends traditional boundaries of the natural sciences, social sciences, and humanities. Here, we explore the public face of bioarchaeology and consider the trends in publication practices that reflect diversifying research strategies. Bioarchaeology is a popular topic on web-based science news aggregators. However, we identify a disconnect between bioarchaeology's traditional research emphases, emerging research foci, and findings that actually spark the public imagination. A majority of popular news articles emphasize basic discovery or "natural curiosities." Publication data indicate the field also remains regionally focused with relatively little emphasis on nomothetic goals. Nevertheless, bioarchaeology can do more to leverage its historical perspective and corporeal emphasis to engage a number of topics with importance across traditional academic boundaries. Big data, comparative, multi-investigator, interdisciplinary projects on violence, colonialism, and health offer the most obvious potential for driving research narratives in the biological and social sciences. Humanistic approaches that explore emotional connections to the past can also have merit. The diversity of research outlets and products indicates the field must embrace the importance of nontraditional activities in its value structure to maximize our potential in public arenas.

Invigorating the Interdisciplinary Pedagogical Process: A Biopsychosociohistorical Example

Interdisciplinary endeavors, those that cross traditional academic boundaries, are burgeoning, as the benefits of teaching across the curriculum, collaborating across disciplines, and addressing subject matter from multiple perspectives increasingly are recognized. Overcoming administrative and structural constraints, such as allocation of faculty workloads and course length, are challenges that require creative solutions. Our approach incorporated expertise from three departments, psychology, biology, and history, which produced a biopsychosociohistorical perspective that was interdisciplinary with transdisciplinary features. An undergraduate student's A/V presentation in one class formed the basis for an applied group project in another class, and included a pilot study. Our approach and example are described, as well as benefits to students, faculty, and administrators, and pedagogical implications.

A question without answers?

On Thursday, August 21, 1862, Edmond and Jules de Goncourt registered in their Journal a short entry on the nature of life: ‘‘Qu’est-ce que la vie? L’usufruit d’une agregation de molecules’’—What is life? The usufruct of an aggregation of molecules. Although the extraordinary chronicles of the social and cultural life of the Second French Empire written by the Goncourt brothers includes names of their most distinguished contemporaries, the writers, artists, politicians and socialites they befriended outnumber by far the scientists. It is almost certain that they were never close to Felix Dujardin, a distinguished microbiologist and member of the French Academy of Sciences. In 1835, Dujardin had started crushing ciliates under the microscope and observed that the tiny cells exuded a jellylike substance, which he described as a ‘‘gelee vivante’’ and was eventually named ‘‘protoplasm’’ by Johann E. Purkinje and Hugo von Mohl. The small note written by the Goncourts in their journal is an indication of the pace at which biochemistry and cell biology were transforming life sciences, spilling new concepts beyond the boundaries of academia and into the literary salons. The search for the nature and origin of life are no modest intellectual undertakings. By assembling this anthology, Mark Bedau and Carol Cleland offer the possibility of having in a single volume different and even opposing views on these issues. Both are philosophers of science that have devoted much time to biological problems and are convinced that ‘‘it is difficult to draw a bright red line separating scientific and philosophical questions about life.’’ Many would agree with their conclusion. Professors Bedau and Cleland have divided their compilation into four major sections that correspond to what they believe are the central topics in which both philosophy and science intersect when addressing the nature of life: ‘‘the classical discussions of life, the origin and extent of natural life, artificial life and

Writing Africa into the World and Writing the World from Africa:

Writing Africa into the World and Writing the World from Africa:

The End of Prehistory? An Africanist Comment

THE STORY IS ALREADY WELL TOLD that history as a professional discipline developed out of the rise of the nation-state and nationalism, with an emphasis on methodological rigor that is based on institutional archives. 1 This origin came along, however, with an impoverished diet of methodology that has since conditioned the growth of a stunted historiography, especially with the elision of about 99 percent of human temporal experience from the purview of historical inquiry. Thus the period referred to as prehistory, because of its lack of documentary sources, is considered unfit for historians proper but is deemed the appropriate purview of archaeologists and ethnohistorians. This has been good for building disciplinary boundaries, but not without the consequence of truncating historical consciousness. 2 These temporal barriers, created by nationalism and colonialism, have been a subject of criticism by scholars who are committed to the study of the deep past. It is not surprising that this endeavor was pioneered by scholars interested in the long-term history of recently colonized societies. 3 Hence, in the introduction to Three Thousand Years in Africa: Man and His Environment in the Lake Chad Region of Nigeria (1981), Graham Connah defiantly wrote: The study of Man’s past should be indivisible and there can be no such thing as an historical time before history: providing that we define history as the whole natural history of Man and not his written history only. Thus to write about Africa’s past it is essential to step over some of the traditional academic boundaries. 4

Releasing creativity in teaching and learning: the potential role of organisational legitimacy and increased dialogue

This paper reflects on the challenges of facilitating creativity in teaching and learning. The authors contend that if enabled, creativity has the potential to deliver substantive change to higher education but that its potential often remains unexploited. Our study suggests that creative practice is alive and well amongst teachers in higher education but that it is greatly restricted by a perceived lack of organisational legitimacy, as result, ideas are being lost. Frequently, creative ideas remain unarticulated by the individual academics to whom they occur. We conclude that higher educational institutions need to make a concerted effort to make creative practice legitimate and foster novel approaches to supporting creativity by establishing an organisational culture that enables dialogue and collaboration between creative individuals, within and beyond the traditional academic boundaries.

Ethnobiology 5: Interdisciplinarity in an Era of Rapid Environmental Change

Ethnobiology 5 stems from Eugene Hunn’s four phases of the history of ethnobiology and focuses on the relevance of ethnobiological research in the context of environmental and cultural change. It refers to a contemporary phase of the field’s historical development. In this paper, I argue that ethnobiology is preadapted to be a scholarly umbrella for a number of disciplines that concern human-environment interactions, suggesting that one goal of Ethnobiology 5 is to bridge traditional academic boundaries in order to broaden the community of ethnobiologists. Another goal of Ethnobiology 5 is to capitalize on and communicate the relevance of ethnobiological scholarship for solving problems related to contemporary environmental and cultural crises. Indeed, ethnobiology is not a subfield of any traditional discipline and by the nature of its name bridges humanities, social science, and science. Ethnobiology has always been interdisciplinary in terms of its subject matter, yet its community of scholars is relatively small compared to mission-driven disciplines, such as conservation biology. Venues for publication and presentation of ethnobiological research, as well as how ethnobiologists portray their research, are critical to growing ethnobiology.

Ethnobiology 5: Interdisciplinarity in an Era of Rapid Environmental Change

Ethnobiology 5 stems from Eugene Hunn’s four phases of the history of ethnobiology and focuses on the relevance of ethnobiological research in the context of environmental and cultural change. It refers to a contemporary phase of the field’s historical development. In this paper, I argue that ethnobiology is preadapted to be a scholarly umbrella for a number of disciplines that concern human-environment interactions, suggesting that one goal of Ethnobiology 5 is to bridge traditional academic boundaries in order to broaden the community of ethnobiologists. Another goal of Ethnobiology 5 is to capitalize on and communicate the relevance of ethnobiological scholarship for solving problems related to contemporary environmental and cultural crises. Indeed, ethnobiology is not a subfield of any traditional discipline and by the nature of its name bridges humanities, social science, and science. Ethnobiology has always been interdisciplinary in terms of its subject matter, yet its community of scholars is relatively small compared to mission-driven disciplines, such as conservation biology. Venues for publication and presentation of ethnobiological research, as well as how ethnobiologists portray their research, are critical to growing ethnobiology.

Rethinking Social Theory in Contemporary Social Movements

In current and future situations of trans-global crises, social dissent and related practices of resistance cut across conventional country boundaries. Expressions of dissent and resistance pursue change through unconventional practices not only to challenge current governance, but to re-invent participation. They seek to impact society by transforming acquired values, subjectivities and knowledge. Despite these transformations of people’s subjectivities, majoritarian theories examining social movements still focus on fi nding rational patterns that can be instrumentalized in data sets and produce generalizable theoretical outcomes. This paper problematizes how social theory makes sense of collective action practices on the ground. Everyday non-discursive practices prove productivity-led theories' increasing disengagement with their object while challenging the excessive bureaucratization of scientifi c knowledge (Lyotard, 1997). That is, people experiment collectively with their capacities, and create their own initiatives and identities which do not follow determined patterns but do-while-thinking. The dichotomist approach of majoritarian debates in collective action theory is critically analysed by introducing the work of ‘minor authors’ and ‘radical theorists’. The fundamental purpose of this paper is to open a discussion space between the fi eld of social action theories and activism knowledge, hence encouraging the creation of plateaus that blur academic boundaries and construct new subjectivities beyond “the indignity of speaking for others” (Deleuze in Foucault et al., 1977. p. 209). Drawing on the experience of the 15th of May 2011 in Spain, I analyse how radical theory refl ects on current movements and collectives. NADIA FERRER SCHOOL OF SOCIAL AND INTERNATIONAL STUDIES, UNIVERSITY OF BRADFORD Corresponding author: Nadia Ferrer, Email: N.Ferrer@student.bradford.ac.uk