text:
Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK
Jo Hall, Vedrana Velickovic, Vy Rajapillai
The Learning and Teaching Hub
Centre for Spatial, Environmental and Cultural Politics
This case study examines a continuing student-staff work-in-partnership project to decolonise the curriculum (Bhambra et al., 2020; Arday 2018; Bovil et al., 2016) at the University of Brighton. We reflect on the decolonising activities used, in order to identify how local grassroots activities are contributing to shaping wider institutional change. The University's 'Curriculum Advisers Scheme' was originally launched as part of a broader, University-wide initiative called 'Developing Learning Communities', which aimed to develop a sense of belonging and community for students by means of student-staff partnerships (Healey et al., 2014). Curriculum Advisers were recruited in the two disciplinary areas of Humanities and Art in 2018-19 and 2019-20, with the purpose of creating activities, events and resources relating to decolonisation of the curriculum. Student-staff partnerships in the School of Humanities have continued to evolve past the completion of the second year of the project. While, in 2018-19, the focus was on building resources, in 2019-20, a newly established and largely black, Asian and minority ethnic (BAME) student-staff group set out to achieve some specific objectives, including a student audit of module reading lists, the co-development of a student-staff blog addressing various aspects of the process of decolonising curriculum and a student-led panel discussion event with an invited external speaker and staff. In this case study, we celebrate the successes of the last two years of the project, but also highlight challenges to be faced in developing liberationist modes of partnership work within the technocratic structures of higher education (HE). This case study evaluates the Curriculum Advisers project, with reference to a Freirean pedagogy of partnership, identifying positive actions that work to counter neoliberal and technocratic threats to meaningful work in partnership, and also outlines some of the challenges of working within this framework.
Journal for Educational Innovation, Partnership and Change
https://doi.org/10.21100/jeipc.v7i1.1036
Decolonising
BAME
10.21100/jeipc.v7i1.1036Licence: CC BY-NC-ND
1036-4643-1-PBFinal published version, 221 KBLicence: CC BY-NC-ND
Dive into the research topics of 'Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK'. Together they form a unique fingerprint.
curriculum Social Sciences 100%
staff Social Sciences 84%
student Social Sciences 45%
decolonization Social Sciences 27%
institutional change Social Sciences 23%
audit Social Sciences 22%
weblog Social Sciences 22%
Hall, J., Velickovic, V., & Rajapillai, V. (2021). Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK. Journal for Educational Innovation, Partnership and Change, 1-9. https://doi.org/10.21100/jeipc.v7i1.1036
Hall, Jo ; Velickovic, Vedrana ; Rajapillai, Vy. / Students as Partners in Decolonising the Curriculum : Lessons learnt at the University of Brighton, UK. In: Journal for Educational Innovation, Partnership and Change. 2021 ; pp. 1-9.
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title = "Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK",
abstract = "This case study examines a continuing student-staff work-in-partnership project to decolonise the curriculum (Bhambra et al., 2020; Arday 2018; Bovil et al., 2016) at the University of Brighton. We reflect on the decolonising activities used, in order to identify how local grassroots activities are contributing to shaping wider institutional change. The University{\textquoteright}s {\textquoteleft}Curriculum Advisers Scheme{\textquoteright} was originally launched as part of a broader, University-wide initiative called {\textquoteleft}Developing Learning Communities{\textquoteright}, which aimed to develop a sense of belonging and community for students by means of student-staff partnerships (Healey et al., 2014). Curriculum Advisers were recruited in the two disciplinary areas of Humanities and Art in 2018-19 and 2019-20, with the purpose of creating activities, events and resources relating to decolonisation of the curriculum. Student-staff partnerships in the School of Humanities have continued to evolve past the completion of the second year of the project. While, in 2018-19, the focus was on building resources, in 2019-20, a newly established and largely black, Asian and minority ethnic (BAME) student-staff group set out to achieve some specific objectives, including a student audit of module reading lists, the co-development of a student-staff blog addressing various aspects of the process of decolonising curriculum and a student-led panel discussion event with an invited external speaker and staff. In this case study, we celebrate the successes of the last two years of the project, but also highlight challenges to be faced in developing liberationist modes of partnership work within the technocratic structures of higher education (HE). This case study evaluates the Curriculum Advisers project, with reference to a Freirean pedagogy of partnership, identifying positive actions that work to counter neoliberal and technocratic threats to meaningful work in partnership, and also outlines some of the challenges of working within this framework.",
keywords = "Decolonising, Curriculum, Partnerships, BAME",
author = "Jo Hall and Vedrana Velickovic and Vy Rajapillai",
note = "This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.",
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Hall, J, Velickovic, V & Rajapillai, V 2021, 'Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK', Journal for Educational Innovation, Partnership and Change, pp. 1-9. https://doi.org/10.21100/jeipc.v7i1.1036
Students as Partners in Decolonising the Curriculum : Lessons learnt at the University of Brighton, UK. / Hall, Jo; Velickovic, Vedrana; Rajapillai, Vy.
In: Journal for Educational Innovation, Partnership and Change, 12.05.2021, p. 1-9.
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N1 - This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
N2 - This case study examines a continuing student-staff work-in-partnership project to decolonise the curriculum (Bhambra et al., 2020; Arday 2018; Bovil et al., 2016) at the University of Brighton. We reflect on the decolonising activities used, in order to identify how local grassroots activities are contributing to shaping wider institutional change. The University's 'Curriculum Advisers Scheme' was originally launched as part of a broader, University-wide initiative called 'Developing Learning Communities', which aimed to develop a sense of belonging and community for students by means of student-staff partnerships (Healey et al., 2014). Curriculum Advisers were recruited in the two disciplinary areas of Humanities and Art in 2018-19 and 2019-20, with the purpose of creating activities, events and resources relating to decolonisation of the curriculum. Student-staff partnerships in the School of Humanities have continued to evolve past the completion of the second year of the project. While, in 2018-19, the focus was on building resources, in 2019-20, a newly established and largely black, Asian and minority ethnic (BAME) student-staff group set out to achieve some specific objectives, including a student audit of module reading lists, the co-development of a student-staff blog addressing various aspects of the process of decolonising curriculum and a student-led panel discussion event with an invited external speaker and staff. In this case study, we celebrate the successes of the last two years of the project, but also highlight challenges to be faced in developing liberationist modes of partnership work within the technocratic structures of higher education (HE). This case study evaluates the Curriculum Advisers project, with reference to a Freirean pedagogy of partnership, identifying positive actions that work to counter neoliberal and technocratic threats to meaningful work in partnership, and also outlines some of the challenges of working within this framework.
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Hall J, Velickovic V, Rajapillai V. Students as Partners in Decolonising the Curriculum: Lessons learnt at the University of Brighton, UK. Journal for Educational Innovation, Partnership and Change. 2021 May 12;1-9. https://doi.org/10.21100/jeipc.v7i1.1036


For two full days, July 26th and 27th, more than 225 people packed the conference rooms and other venues at The Council on Recovery for the 2018 Houston Opioid Summit. In keynote addresses, panel discussions, breakout sessions, round-table discussions, and informal networking, participants gained new insights and awareness of the opioid epidemic. Representing the medical, treatment, recovery, legal, law enforcement, academic, and media sectors, Opioid Summit attendees also discussed viable and immediately actionable solutions for dealing with the crisis.
As The Council's inaugural Opioid Summit and the first to bring together all of the major stakeholders currently battling the crisis, the Summit provided a broad range of presentations from experts in their fields. Topics included: An Overview of the Crisis in Houston; The Role of the Faith Based Community; Collaboration for Opioid Prevention; Advocacy; Therapeutic Treatment Courts; Medication Assisted Treatment; Prescription Drug Monitoring Programs' Impact; Media's Role & Responsibility in the Crisis; and the Impact of Addiction on Mothers & Children.
In a special closing session Friday afternoon, a full auditorium at The Council's Hamill Foundation Conference Center heard the personal perspectives of three people whose lives were forever touched by the opioid crisis. Moderated by Khambrel Marshall, from the Opioid Summit's media partner KPRC Channel 2, Maureen Wittels and Jim Hood told of losing their respective sons to opioid overdose. Ex-NFL star Randy Grimes shared about his 20-year opioid addiction and nine years of sobriety. The poignant discussion brought home the personal tragedy and suffering, but also provided a message of hope that Opioid Summit participants could take with them as they work together to end the scourge.
Though speaker after speaker at the Opioid Summit alluded to the prospects of stopping the opioid epidemic, most agreed it would be a long, hard battle. The Council on Recovery remains committed to leading that battle with prevention, education, treatment, and recovery services. Future Opioid Summits to be hosted by The Council will meet the opioid epidemic where it is and will again draw together the many sectors to create understanding and awareness, and take action to save lives.


South Melbourne is an average team and a mere shadow of its recent great sides, according to newly arrived Melbourne Knights coach Mirko Bazic.
Bazic, nursing a flu virus after arriving from Croatia last Thursday, forced himself out of bed to run the rule over South on Sunday.
South visits the Knights this weekend and Bazic came away confident his side could get a result after watching Adelaide City defeat South 2-1.
"I was a little bit disappointed with the game," Bazic said. "I now have a better picture.
Bazic heaped praise on Adelaide, saying it had played the better tactical game and been better organised defensively.
Pressed on South, he said: "I think South Melbourne is an average team. They may make the six but it's no certainty. From the little I have seen, I think Olympic, Perth, Newcastle and Adelaide City are better.
"Of course, it's different when they play us. They are always a danger against us," Bazic said in reference to the intense rivalry between the clubs.
The Knights have the worst defensive record in the NSL but Bazic saw nothing to fear from South's forward line. "They have good players, but nothing special," he said.
Bazic has scheduled seven training sessions this week, including two mornings, and looks set to recall strikers Anthony Pelikan and Leon Buhic for Sunday's derby.
Pelikan is the Knights' top scorer with nine goals, but he has missed four of the past six matches because of a slight hamstring tear.
"He practised on Saturday and he looked good. We will see if there is a reaction, but I'm expecting him to be in the first 11," Bazic said.
Buhic has found it hard to adjust to Australian soccer after arriving from Croatia with a big reputation and has been overlooked for the past three matches.
Before the derby, South plays its last home game of the season tonight against Brisbane Strikers in a match brought forward from March because Bob Jane Stadium won't be available on the grand prix weekend.


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The CD 'De la curiosité du silence' was released in June 2015 ('Avantart' Club Edition).
12 years ago I started to study the typical tonal peculiarities of different European regions. I began with Hungary, and in 2002 I published a CD that reflected my intense compositional impressions of this country. The songs I created in that time were interpreted very sensitively by local musicians.
Then I turned to Spain, especially to Andalusia, a little later to Vienna, and after I continued my work with Prague. Well, in 2014, I arrived in France as part of my musical journey across Europe.
Of course, this unique country also has its unique timbres, its vibrations, its unmistakable melodic and harmonic characteristics. With my music I want to describe the many poetic bouquets, in the way I understand them.
Special stroke of luck for me are the extraordinary musicians who are involved in this project. With the singers Claire Tudela (www.clairetudela.com) and Claire Parizot (www.claireparizot.com), subtlety combines with energetic dynamics in a natural way. The violinist Angelika Moskal is an Austrian musician with an extraordinary musical spirit. Occasionally I also used in my compositions an accordion, which was played by Janina Schedy.
With these excellent musicians at hand, it was easy for me to represent musically the selected poems by Louise Labé, Gérard de Nerval, Verlaine and Rimbaud, but also contemporary poetry, such as René Char or Louise de Vilmorin.
The project "De la curiosité du silence" represents a curious trip into a musical French state of mind through space and time.
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While in London last summer, I had the pleasure to meet Bethany Kehdy at her book launch – The Jewelled Kitchen. This Middle Eastern cookbook was my travel companion back home, and I found quite surprisingly that the traditional Portuguese cuisine still honours on it's repertoire at least two Middle Eastern inherited recipes: The Tomato soup with poached eggs (an Alentejo typical soup) and the Stuffed squid (a typical dish from Algarve).
The Portuguese versions of these two dishes are much lighter on spices. Spices were gold back then and only available at noble houses or convents, therefore I believe that the recipes were adapted to what was available to peasants.
While the Portuguese tomato soup with poached eggs (shakshoukah for the North African) keeps it's inherited recipe untouched, the stuffed squid (stated by Bethany as an "example of the Levant's flair for stuffing") changes slightly by taking all spices out. The Portuguese version doesn't use red chilli, dill leaves neither the lebanese seven spices, instead use as the only aromatic herb parsley. As per the stuffing we prefer the rice while the Middle Eastern recipe uses bulgur wheat.
With this recipe in mind and after several weeks roaming to the farmer's market fishmonger for fresh squids and with the right size, I finally made it.
1. Separate the tentacles from the bodies of the squids. Keep the tentacles.
2. Remove the guts from inside the bodies, and the coloured skin from outside.
3. Remove the two membranes from outside. Keep the membranes.
4. Rinse the squid under cold run water.
5. Rinse the tentacles and the membranes.
6. Chop the tentacles and membranes. Set them aside.
Set aside the squid tentacles and membranes for stuffing.
1. Peel and chop the onions.
2. Peel and chop the 1 garlic clove.
4. Remove the skin and chop the chouriço.
7. Put a heavy saucepan on low heat, add the olive oil, the onion and the garlic clove, let it soft.
8. Add the tomatoes, and the bay leaf and let it cook, on a low heat.
9. Add the chopped tentacles, membranes and chouriço. Let it cook on a low heat for 10 to 15 minutes. Check the seasoning. Add fresh ground black pepper and salt if needed.
10. Add the rice, the parsley and stir for a few minutes. Remove the bay leaf.
11. Remove from the heat, let it cool before stuffing the squids.
1. Stuff the squid with the mixture and secure using a wooden cocktail stick. Leave around 1/4 of the squid empty, otherwise while cooking the squid will crack.
2. Put a heavy saucepan on low heat, add the olive oil, the onion and the garlic clove, let it soft.
3. Add the tomatoes and let it cook, on a low heat, for 10 to 15 minutes.
4. Add the stuffed squids, sprinkle with parsley and cover with a lid. Let them cook for about 1 hour on a very low heat. Shaking the saucepan occasionally.
5. Check seasoning. Add salt if needed.
Serve with boiled potatoes, chips or rice.
On a recent visit to my local butcher my eyes just glowed when I saw a pig's heart. My food memories brought me to my mother's recipe, full of a beautiful and tasty sauce. Someone please hand me the bread?
I know that there is some parts of the animal that most people would not consider to eat, but if an animal is killed to become your meal, then you should honour it with a no waste "policy". That was what I tried to explain to the children at lunch time, and after they tasted it they really enjoyed it.
1. Ask your butcher to remove all the fat and thin slice the heart. If you do it at home you need a very sharp knife.
3. Chop the garlic cloves.
4. Peel and chop the tomato.
5. On a saucepan add the olive oil, half of the onion, half of the tomato, half the garlic.
6. Place the sliced heart.
7. On top of the heart add another layer of onion, tomato, garlic, and the bay leaves.
8. Season to your taste with salt and fresh ground pepper.
9. Add the water or white wine.
10. Cover the saucepan with the lid. And bring it to a low heat for about 40 minutes to 1 hour.
11. After 20 minutes check if any additional water is needed.
Serve the Stewed Pig's Heart with rice, pasta or mashed potatoes.
This was the first "real" recipe I made with only 7 years old (not all by myself), after learning the basics my father thought me one of his favourite recipes: Pastéis de Massa Tenra – a kind of deep fried dumpling.
I recall of beating the dough, tasting the filling and cutting the dumplings with a glass, all the other tasks were more of a watch and learn cooking class. At the end there was flour all over the kitchen! I believe it's one of the joys of cooking with children.
Even with me helping, we managed to keep some of the dough to make a very special treat – little dumplings filled with tomato jam (my mom's idea to not trash any dough). Nowadays I always add 1/2 recipe to be sure I have enough dough for the sweet version.
My sweet version: filled with tomato jam.
This is a very flexible recipe, as you can do the "pastéis" smaller and serve them as a snack/tapas at a party, or you can do the regular size ones and serve with a salad or rice to have a complete meal. It's also one of many ways to use meat leftovers.
Roll up your sleeves and let's get started!
I always thought that the way you feel reflects on your cooking, on a bad day your recipe will not come as good as on a good and cheerful day. However in this recipe we do need some of that bad day anger, there's a dough that needs to be beaten.
3. Dissolve the salt in the water, add the butter.
2. On a press cooker place the onion, the olive oil, the beef and the chorizo (remove the skin). Let it cook for about 45 minutes.
3. Let it rest. As soon as it is at room temperature, process the beef, chorizo and onion on a food processor.
4. Keep the meat juices in the press cooker. Add the meat mixture. Stir in the flour. Add the milk.
5. Take it to a medium heat and let the mixture become ticker.
6. It's ready when it loses itself from the pan.
1. On a lightly floured surface roll out the dough.
2. Place a small spoonful of the filling into the center, fold over, cut using a glass (or a biscuit cutter). And press together with your fingers.
3. Repeat procedure with the remaining dough and filling.
Oil to deep fry the "pastéis".
You may know another kind of Portuguese deep fry dumpling – Rissóis – but only the shape it's similar; the dough, the filling and the breadcrumb crust makes it very different.
Do you remember what was your "first" recipe?


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Eucharistic prayer is the heart of the Mass
by Sister Guadalupe Maria Cervantes, PCI Contributor
The eucharistic prayer is the very heart of the Mass, the center and summit of the entire celebration.
In the eucharistic prayer the Last Supper is recounted; the mystery of Christ's passion, saving death, resurrection and ascension is recalled; the memorial sacrifice of his body and blood is offered to the Father; and the Holy Spirit is invoked to sanctify the gifts and transform those who partake of them into the body of Christ, uniting them with the whole Church of God, living and dead, into one communion of love, service and praise to the glory of the Father.
Dialogue/preface
The dialogue establishes–at the outset–that the eucharistic prayer is prayed in the person of Christ the Lord, who is with the Church, and in the name of the gathered congregation and indeed of the whole Church in heaven and on earth.
All of us are invited to lift up our hearts: that is, to raise and place in God's presence our entire being, thoughts, memories, emotions and expectations, in grateful attention and anticipation. Lifting up our hearts means transcending the present difficulties and joining the heavenly liturgy, where all our troubles will vanish.
Sanctus acclamation
Sanctus is the Latin word for "holy." Knowing where the parts of the "holy" come from in Scripture help us reflect on what is going on during that moment.
The phrase "Holy, holy, holy, Lord, God of power and might. Heaven and earth are filled with your glory" relate the worship of God in heaven (Is 6:3; Rv 4:8). The phrase "Blessed is he who comes in the name of the Lord. Hosanna to God in the highest" relates to the worship of God on earth–Jesus the Son of God entering Jerusalem on Palm Sunday, where he celebrated the Last Supper, was crucified, died and rose again from the dead (Mk 11:9-10).
Here we are on earth joining the worship of God in heaven and celebrating that he has chosen to become one of us. This is a song of great praise to God, both for what he has done and is about to do during Mass.
At the end of the "Holy, Holy" we kneel. The posture of kneeling during prayer communicates adoration, something that is given to God alone; repentance for anything that we allow to take our focus off God; and submission to the will of God.
Epiclesis is a Greek word that means to "invoke upon." The priest as the person of Christ asks God the father to send his Holy Spirit upon the gifts of bread and wine so that they may become for us the body and blood of our Lord.
There is a second part to the epiclesis that invokes the Spirit again, asking that all who share in the body and blood of Christ may be brought together in unity to themselves become one body, one spirit in Christ. We should not let the richness of this action pass us by–that by receiving the body and blood of Christ we become part of the one body of Christ.
Institution narrative and consecration
The consecration is the moment when the bread and wine become the body and blood of Christ. The priest takes the bread into his hands, repeats what Jesus did and said: "This is my body which is given for you." The priest, after the elevation of the bread, places it back on the altar and genuflects in adoration of the Lord now present in the sacred species.
He then takes the cup and says the words of institution, "This cup is the new covenant in my blood. Do this, as often as you drink it, in remembrance of me." Then he elevates the chalice, and sets it down on the altar and genuflects in adoration.
How should we, the congregation, respond to this greatest miracle that is taking place before our very eyes? We should acknowledge the Lord's presence at that sacred moment and when the host is raised, we should contemplate the Lord and then make a simple act of faith silently, in imitation of St. Thomas, "My Lord and My God!"
We will notice the priest genuflecting after he lifts up both the bread and wine. This is our signal to bow solemnly in act of adoration to our Lord who is now entirely present in each of the species and in each of their parts. Christ is thus really and mysteriously made present.
We carry out this command of the Lord by celebrating the memorial of his sacrifice. In so doing, we offer to the Father what he has himself given us: the gifts of his creation, bread and wine, which have become the body and blood of Christ.
The offering of the bread and wine that become the body and blood of Christ during the eucharistic prayer is a presentation of the one sacrifice of Christ on Calvary. By our participation we share in this sacrifice, which is not a "new" sacrifice but a sacrifice that Christ performed when he was both the priest and victim.
The memorial is a part of the eucharistic prayer that recalls to God the father the sacrifice of his son, Jesus, who has ransomed us, and his love for the Son and his love for us.
The mystery of faith
This acclamation proclaims belief in the resurrection of the Lord whose death we have just mystically witnessed. We acknowledged the reality of his death, but we also proclaimed our faith that he is alive and that he will come again.
Intercessions
The Mass is celebrated in union with the whole Church, all who have lived and died in Christ, both in heaven and on earth. There are two places at which the priest stops and allows us to silently include the names of those we wish to pray for personally. The first time occurs before the consecration and is for those who are living whom we wish to pray for. The second time occurs after the consecration and is for those have died whom we wish to remember in prayer.
A doxology is a Greek word that means "a word of praise." In the Mass the doxology–usually sung by the priest–concludes the eucharistic prayer. The words, familiar to all of us are, "Through him, and with him, and in him, O God, almighty Father, in the unity of the Holy Spirit, all glory and honor is yours, forever and ever. Amen."
If we reflect upon our great need for a savior and what a great savior we have in Jesus who is now present in the bread and wine, we cannot help but be joyous and thankful as we sing our "amen" as a confirmation of all that the priest has proclaimed on our behalf.
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Posted: Fri Jul 27, 2018 7:49 am Post subject: Help!
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Any way to reinstate the old account?
I have reset your password to something Glaswegian PM to your newer account inbound.


text:
Lack of experience not a concern for Indian women ahead of England Test
India has featured in 36 Tests, the last of which came in 2014. Seven years later, India will play another Test, against England, in Bristol from June 16. India's women cricketers are indeed delighted.
P. K. Ajith Kumar
Indian women's cricket captain Mithali Raj with Harmanpreet Kaur, Jhulan Goswami and Smriti Mandhana at the unveiling of the team's new Test kit ahead of the India and England Test. - PTI
On a bright November morning at the quiet Goan town of Porvorim, Jhulan Goswami was talking about her long career in cricket. "In 13 years, I — and India — have played just 10 Tests, though I have played 143 ODIs," she told Sportstar during that lengthy interview.
That was in 2015. How many Tests do you think India has played since?
A Test match is indeed a rare occurrence for women cricketers. More so if they aren't English or Australian.
England has played 95 Tests so far and Australia 74, after playing their first in 1934. New Zealand is the only other country that has played more than 40, but its last Test was in 2004. India has featured in 36 Tests, the last of which came in 2014.
Seven years later, India will at last play another Test, against England, in Bristol from June 16. India's women cricketers are indeed delighted.
READ: What Harmanpreet Kaur learnt from Ajinkya Rahane
"All the players are excited and the BCCI's decision to have this Test is a great one," Jhulan Goswami, who has appeared in every Test that Indian women have played since her debut against England in Lucknow in 2002, told Sportstar over phone from her Kolkata home. "It is indeed great that we are going to play another Test."
It will be the 11th Test for Jhulan, who has played in 186 ODI and 68 T20Is in her 19-year-old international career. From her 10 Tests, the seamer has taken 40 wickets.
She should be hoping to add to that tally in Bristol. The last time the Indian women were in England for a Test, in 2014, she had proved a handful for the home batters. She had taken four wickets in the second innings to help India score a stunning six-wicket victory in Wormsely.
The Indians were playing their first Test in eight years and had fielded as many debutants. Only Jhulan, captain Mithali Raj and wicket-keeper Karu Jain had played Test cricket before.
In that previous Test series played in 2006, too, Jhulan had a significant role to play. She had match figures of 10 for 78 in the second Test in Taunton, which India won by five wickets and thus the series 1-0.
READ: England vs India, women's Test: Lack of game time a concern, says Sudha Shah
Mithali had led from the front too, with scores of 65 and 22 not out. She will also be leading the team in the Bristol Test.
India may be going into that Test match without having played one in the last seven years, but Biju George, a former fielding coach of the Indian women's team, feels the lack of experience may not be that big an issue. "This bunch of Indian players has enough talent and they could adapt to challenging conditions," he says. "The bowlers may find that bowling more than 10 overs a day a new experience and of course, the batters cannot afford to go after the bowling without settling down."
"It is unfortunate that India is playing a Test only after such a long gap. The women's ODIs and T20s are popular on television now, and I hope the Test in England too will have live coverage. Ideally, there should be a Test in every bilateral series," says former India captain Shubhangi Kulkarni. - Special Arrangement
Former India captain Shubhangi Kulkarni, however, thinks the lack of multi-day matches in domestic cricket is a concern. "Earlier, the final of the senior Nationals was played over three days," she recalls. "Very few of the current cricketers may have had the experience of playing multi-day cricket."
Shubhangi, who has played 19 Tests (that is more than half India has), is disappointed that today's cricketers are playing far fewer Tests. "It is unfortunate that India is playing a Test only after such a long gap," she says. "The women's ODIs and T20s are popular on television now, and I hope the Test in England too will have live coverage. Ideally, there should be a Test in every bilateral series."
That may not happen anytime soon, but the BCCI's recent announcement that India will be playing a day/night Test later this year in Australia is cause for celebration for women cricketers.
Mithali Raj
Jhulan Goswami
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National Cable & Telecommunications Association president Kyle McSlarrow is scheduled to testify Tuesday before the Senate Commerce Committee on issues and policies associated with broadcasters' transition to digital transmission.
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