J O U R N A L O F T H E S O U T H W E S T D O C T O R A L T R A I N I N G P A R T N E R S H I P THE OPEN REVIEW THE COLLABORATION ISSUE V O L U M E 6 W W W . T H E O P E N R E V I E W . C O M 2 0 2 0 N O V E M B E R 2 0 2 0 V O L U M E 6 A C K N O W L E D G E M E N T S A big thank you to... All of the staff at the South West Doctoral Training Partnership EDITORS Emily Clifford / Eleanor Wolff / Abbie Ball / Mollie Gascoigne / Nicole Russell Pascual / Sarah Hendry / Sylvia Hayes / Benji Woolf / Will King CONTRIBUTORS Jed Hilton / Kensa Broadhurst / Grace Baptie / Elena Mueller Januário / Alyson Norman / Harriet Earle-Brown / Samir Sweida-Metwally / Arabella Comyn / Lívia Maria Borges Silva / Annayah Prosser / Philippa Juliet Meek-Smith / Catherine Cartwright / Hannah West / Mary Pearson COVER ART Catherine Cartwright, visual artist and PhD researcher University of Exeter (Human Geography), University of West of England (Centre for Fine Print Research). Funded by AHRC SWW Doctoral Training Partnership. Creativity and collaboration are central to Catherine's research, both in the questions she seeks to answer and in the methodology. Her PhD is about participatory art and its relationship with trauma, approaching the topic within the emerging subfield of geographies of trauma. Trauma is commonplace and exists in people’s lives through past and recent experience and through structures of bias and discrimination. Its painful manifestations affect people’s emotions and behaviour. Participatory artists work with people where collaborative art-making is the focus. Her research investigates how participatory artists can best work with people who are affected by trauma, in a positive and creative environment. Catherine will be running a participatory art project with Devon Rape Crisis and Sexual Abuse Services, as well as undertaking interviews with participatory artists. The art project will happen over a 10-12 month period where she will work one to one with individual service users creating artist-book-portraits. Through these methods she hopes to understand how people, space and place collaborate in trauma-informed arts practice. Catherine has been running art projects with vulnerable groups and, in particular, women affected by abuse, over the past 10 years, in addition to undertaking commissions and exhibiting. Recent commissions include the National Memorial Arboretum (2018) for their Armistice commemorations and the University of Exeter (2019) #Urgency commission on facial recognition technologies. Exhibitions include, New York’s International Print Center (New Prints 2018) and Bury Art Museum (Prints: A Catalyst for Change 2019). www.catherinecartwright.co.uk 1 | THE OPEN REVIEW N O V E M B E R 2 0 2 0 V O L U M E 6 Welcome to The Open Review L E T T E R F R O M T H E E D I T O R S Dear Readers, At the start of 2020, the TOR editorial committee met in person, filled with optimism at the prospect of having a collaborative theme to the journal - not realising this would be the only time we would see each other face-to-face all year. 2020 has been a year that has truly brought new meaning to the theme for this year’s journal: collaboration. As researchers, we collaborate to improve our research, we collaborate for our well-being and we collaborate to open our eyes to new ideas. While collaboration was the theme for the journal, it became more of a challenge for the editorial team when the pandemic struck. Despite the challenges of not having all editors fully acquainted in person, we set to work organising the job at hand. As a result, collaboration this year took on a very practical nature. The members of the editorial team are based at multiple different universities and we were all working remotely. Collaboration happened across borders from our authors and peer-reviewers and across mediums for the submissions to the journals, from our fantastic contributions to the wonderful visual art presented on the front cover. Finding ‘hope’ and ‘certainty’ are central themes within Catherine’s artwork and these themes have been brought out through the collaborative work at the heart of creating this journal. This year has been very challenging and collaboration has undoubtedly helped keep those feelings of hope and certainty alive. It is perhaps through this necessity that the collaborative process worked so well for us, resulting in a final product that we are all very proud of. The Open Review is a journal that is focused on providing a constructive, friendly but also rigorous environment for students to gain important experience in publishing and peer-reviewing. It is a student-led, open-access, peer-reviewed social sciences journal run through the South West Doctoral Training Partnership and this is the sixth edition of our annual journal. We would like to extend a huge thank you to our contributors, our peer-reviewers and the team at the SWDTP for all of their hard work and support that has resulted in such a fantastic journal. We hope you enjoy reading this year’s edition of TOR! Emily, Eleanor, Abbie, Mollie, Nicole, Sarah, Sylvia, Benji, and Will 2 | THE OPEN REVIEW N O V E M B E R 2 0 2 0 V O L U M E 6 C O N T E N T S Collaboration: Exploring the PGR Superpower for Addressing 5 Inequalities within Academia Annayah M.B. Prosser, University of Bath Painting the Nails of Homeless Women: Using Manicures as a 14 Methodological Tool Harriet Earle-Brown, University of Exeter The Death and Subsequent Revival of the Cornish Language 20 Kensa Broadhurst, University of Exeter "Bound to be responsible": the Tasmanian Greens' and the 1996- 28 1998 Liberal minority government Arabella Comyn, Wageningen University and Research These shoes and this handbag 44 Hannah West, University of Bath Birth trauma from the perspective of perinatal counsellors 45 Grace Baptie, Elena Mueller Januário, Alyson Norman, University of Plymouth Divorced Eggs and the Culinary Field: Bourdieu, Field Theory, and 58 the Chef Jed Hilton, University of Exeter Book Review: Megan Goodwin (2020) Abusing Religion: Literary 67 Persecution, Sex Scandals and American Minority Religions. Philippa Juliet Meek-Smith, University of Exeter 3 | THE OPEN REVIEW N O V E M B E R 2 0 2 0 V O L U M E 6 C O N T E N T S The Border in Ireland 70 Mary Pearson, University of Plymouth Why Britain should not follow Germany's approach to recognising 73 its racist legacy Samir Sweida-Metwally, University of Bristol The COVID-19 pandemic and the degrowth movement: Reframing 80 and rethinking economic and social relations Lívia Maria Borges Silva, University Institute of Lisbon 4 | THE OPEN REVIEW h t t p s : / / d o i . o r g / 1 0 . 4 7 9 6 7 / Q K T Y 9 2 1 6 N O V E M B E R 2 0 2 0 V O L U M E 6 C O L L A B O R A T I O N : E X P L O R I N G T H E P G R S U P E R P O W E R F O R A D D R E S S I N G I N E Q U A L I T I E S W I T H I N A C A D E M I A Annayah M.B. Prosser University of Bath Abstract Inequalities within academia are rampant. Sexism, racism, classism and discrimination impose huge barriers to those entering academic work or study. These issues are amplified in times of crisis, such as COVID-19. As postgraduate researchers, we can often feel powerless to address these inequalities. We possess little status in academic power structures, and as such it can be difficult to ‘rock the boat’ or diverge from normalised patterns of discrimination within our fields. In this essay, I argue that while we may lack status, we can adapt and diversify our collaborations with others to effectively address inequality. I outline how collaboration can be a vital tool for elevating underrepresented voices within and outside academia and examine how students with funding in particular can play an important role in this. In diversifying our citations, networks and methods of collaboration, we can ensure increasing opportunities are available for underrepresented groups throughout the academic pipeline. As the next generation of scholars, postgraduate researchers can change the game for underrepresented groups, and ensuring we collaborate diversely is our superpower for doing so. I. What can I offer? What can I learn? researchers we shape the future of our Academia as a profession lacks diversity. profession, but with lower status in our Many different demographic groups are fields it can be difficult for us to alter or underrepresented within academic career question existing power structures and paths. In longitudinal studies of academic inequalities (Maritz and Prinsloo 2015). faculty, male academics are consistently While these inequalities are overwhelming, paid more than women, and are more likely and structural in nature, this article offers to be employed on full time contracts some first steps for how postgraduate (Freund et al. 2016). According to the students may begin to address inequality in Higher Education Statistics Agency, in their work, by shedding light on broad 2018 only 18% of academics in the UK methods for diversifying collaboration.