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This paper brings together queer ecological thought, ecofeminism, and feminist ecocriticism to explore forms of embodied resistance against intersectional, complex oppressions of women, races, and lands. It looks at the award-winning Indigenous Australian writer Ellen van Neerven’s short story, “Water” (from the 2014 collection, Heat and Light) to canvas an anti-essentialised queer feminist politics and ethics of care through which to shape utopian futures after sovereignty, after the West, after patriarchy, after whiteness.

Born in Warrington, UK, Seán Hewitt is an acclaimed author and poet, critic, and lecturer at Trinity College Dublin, where he now resides. He has been hailed as one of the most talented young voices in Irish literature and culture today, and he has received a number of awards, including the Rooney Prize for Irish Literature (2022) and The Poetry School’s Resurgence Prize (for eco-poetry). Hewitt’s writing explores themes of identity, memory, and the environment, with particular attention given to how the episodic or temporal is linked to larger historical and cultural issues. This interview was conducted online in the Spring of 2024 with the aim of showcasing his work and his ideas to an Italian audience.

The question of whether a (queer) politics of utopia can be located in the past, the future or the present conjures a set of ambivalences and dichotomies, of which the creativity–negativity debate and the (non)future of neoliberalism are cogent for feminist praxis. Convergences can be traced between understandings of utopia grounded in everyday experimentation and queer feminist critiques of normativity as a life project as well as an ongoing educational project. This article dissects social critic, psychologist, poet, novelist and anarchist Paul Goodman’s essay ‘The politics of being queer’ (1969), reading it through a queer feminist lens in order to shed new light on his ‘buried conversations’ with feminism. Mindful of and in opposition to Goodman’s controversial avowal of ‘masculinities’—most notably in his Growing Up Absurd (1960)—the article situates his idea(s) of freedom-autonomy and the disidentifications he proposed—with gay liberation agendas/movements, with bisexuality, with ‘masculinity’—within a wider feminist educational/pedagogical project of experimenting with utopia in the here and now. Goodman’s calls for a liberated society left us a utopian imaginary for engaging with an embodied politics for the present—for teaching, educating, loving and living differently.

This contribution to Theatre Studies explores the shaping and performing of gender identity in British and Irish theatres since the 1980s. It highlights contact zones, conflict areas, and divergencies between the two theatre contexts with reference to historic, socio-political, and cultural clusters. Largely from a queer theory standpoint, this book reads several plays in their attempt to unmask exploiting mechanisms of sexuality and gender regulation. It focuses on alternative notions of soc.

In the fast evolving context of globalised higher education, increasing academic mobility requires constant adaptation from institutions. This paper focuses on intercultural enrichment programs, often perceived as mere “add ons” to study abroad, and usually designed as optional not-for-credit extracurricular offerings. We investigate how institutions can give more value to and deepen the intercultural learning of more students in spite of constraints of time and of formal curriculum during short-term study abroad experiences. Resulting from a close collaboration between academic and administrative staff based at different campuses, this paper provides a critical analysis of the benefits and challenges involved in developing co-curricular intercultural enrichment programs that support formal curriculum during study abroad. Practical recommendations are based on a transdisciplinary program developed in Italy by an Australian university that has branch campuses in different countries. We also discuss the “digitally enhanced” aspects of the program which facilitate the in-class activities.

This introductory essay aims to shed light on the theoretical raison d’être, the intersections within, and the main lines shared by the five essays that make up this section. The section is dedicated to transnational and blended learning spaces in telecollaborative, trans-institutional projects. This piece pivots on the increasingly important and pervasive theoretical notion of the “Spatial Turn” (Bachmann-Medick 2016, 211-243), which has become increasingly visible in, among other fields, pedagogy and cultural studies, and more specifically in the idea of boundary-crossing and hybridisation not only of physical but also of methodological spaces. This introductory essay shows how these five scholarly pieces contribute in different ways to enriching the interdisciplinary scholarly space at the intersection of intercultural awareness and technology- enhanced teaching and learning of foreign languages and cultures.