Previous research has shown that the best educational practices are built on the basis of interaction in the classrooms, regardless of their level. However, the dialogue among the students themselves and between them and the teacher is still more scarce than desirable, especially in the university context. Taking this weakness into account, the authors of this contribution propose a Teaching Innovation Project (TIP) as a means of confronting the reality of this matter and advancing in it through an interdisciplinary collaboration involving 16 teachers, who participate as external observers, representing all the Faculties from the University of Cantabria (Spain). Here, we present the design of the TIP that we are currently developing, the working methodology and an advance of the first partial results. Specifically, each of the 16 people involved in this TIP will externally evaluate 6 teachers from their own field of knowledge. The aim is to identify varied interaction practices throughout the university. To develop this process we have designed three observation scales: one for students, another for the teacher in action and a third for the external observer. Data will be collected between October 2018 and May 2019. The ultimate goal is to promote innovation in university teaching through interaction in the classroom in order to achieve the active learning of the students. We hope to contribute to inspire other universities that may be interested in following our steps.

Through an analysis of Suzanne Collins’ The Hunger Games trilogy (2008, 2009, 2010), this text will consider the ways in which contemporary postfeminism can be read as a dystopic narrative. The protagonist of the novel (and the rest of the trilogy) is Katniss Everdeen, a young woman who through an ethics of care, disruption of the heteronormative script, and a critical posthuman embodiment offers an alternative to the dystopic present offered by postfeminism. In Katniss’ dystopian world, Collins constructs a narrative that highlights the continued need for a feminist politics of engagement and activism that works against claims for neo-liberal individualism.

New Comparisons in World Literature offers a fresh perspective on one of the most exciting current debates in humanities by approaching 'world literature' not in terms of particular kinds of reading but as a particular kind of writing. We take 'world literature' to be that body of writing that registers in various ways, at the levels of form and content, the historical experience of capitalist modernity. We aim to publish works that take up the challenge of understanding how literature registers both the global extension of 'modern' social forms and relations and the peculiar new modes of existence and experience that are engendered as a result. Our particular interest lies in studies that analyse the registration of this decisive historical process in literary consciousness and affect.

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