The Dinosaurs Rediscovered: How a Scientific Revolution is Rewriting History, by Michael J. Benton
Robert Montgomerie enjoys an engaging account of a breakthrough in biological thinking
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Stick to the Skin: African American and Black British Art, 1965-2015, by Celeste-Marie Bernier
Kalwant Bhopal is enthusiastic about a political analysis of half a century of black art
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Comic Books Incorporated: How the Business of Comics Became the Business of Hollywood, by Shawna Kidman
Will Brooker considers the structures and intrastructures behind the creation of superheroes
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What are you reading? – 23 May 2019
A weekly look over the shoulders of our scholar-reviewers
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Fourth degree by Laurie Taylor – 23 May 2019
All campus life is here
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What happens when academic dreams are dashed?
Disillusionment with the dramatically changed academic landscape has spawned a new literary genre – along with a host of problems for those struggling to adapt
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New and noteworthy – 23 May 2019
Women’s war stories; scrolling through history; dormitory architecture; failure and design; and the lessons of Japan
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Counterfactuals: Paths of the Might Have Been, by Christopher Prendergast
Book of the week: Robert Eaglestone praises a dazzlingly wide-ranging analysis of the choices we don’t make
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University staff ‘at breaking point’ as counselling demand soars
Hepi report ties increase to mounting workloads and performance management
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London university develops ‘Indigenous-led’ teaching and research
King’s College London moves opens debate over role of such knowledge in countries without significant Aboriginal populations
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Teaching intelligence: putting Wikipedia at the heart of a class
Like it or not, Wikipedia is used by students around the world – so academics should teach them how to use it, writes Caroline BallÂ
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Martin Kilson, 1931-2019
Tributes paid to Harvard’s first tenured black professor
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Interview with Rachel Griffith
The new president of the Royal Economic Society on the need for economists to be more engaging and why being a woman is an advantage in the field
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Universities ‘contribute little to generic skill development’
Schools take credit for majority of literacy and numeracy development