![\"Headshot](\"https:\/\/blogs.manchester.ac.uk\/itl\/wp-content\/uploads\/sites\/262\/2022\/04\/Holly-Morse-150x150.png\")
Dr Holly Morse is a <\/span><\/span>Lecturer in Bible, Gender and Culture (School of Arts, Languages and <\/span><\/span>Cultures). She joined the University in 2016, shortly after her doctoral thesis w<\/span>as published by Oxford University Press as part of the Oxford Theology and Religion Monograph series. The book,\u202f<\/span><\/span>Encountering <\/span><\/span>Eve’s Afterlives: A New Reception Critical Approach to Genesis 2-4\u202fis now available in print and digital versions.<\/span> Holly\u2019s teaching includes: RELT30712 -\u202f<\/span><\/span>Gender and Sexuality in the Bible<\/span><\/span><\/a>; SALC21132 -\u202f<\/span><\/span>All About Eve: Encountering the First Woman from Antiquity to Today<\/span><\/span><\/a>; RELT62312\u202f<\/span><\/span>Religion and Gender Theory<\/span><\/span><\/a>, for which she has won several awards <\/span>including:<\/span> Student\u2019s Union Award for Inclusive Teaching Practice, (2021); Outstanding Teaching Award in the Humanities (2020-21)<\/span>; <\/span>University<\/span><\/a> Teaching Excellence Award<\/a> for Inclusive Teaching<\/a> (2021). <\/b><\/span><\/span><\/p>\nOur Graduate Officer, Freya Corrywright recently caught\u00a0up with Holly to find out more about her inclusive teaching practice. Read the full interview here…<\/span><\/span><\/p>\n You have put a large amount of time and thought into the entire learning journey for Religion and Theology students, from A Level, through undergraduate and postgraduate, and into career prospects after leaving The University. Why is it so important to provide this comprehensive approach to students’ academic journey?\u00a0\u00a0<\/strong><\/p>\n I think learning about Religion and Theology is integral to people’s ability to make their way through our society and culture, to better understand people from different places and respect their ideas and perspectives. The greater openness you have for viewpoints and ideas other than your own, the more likely you are to be an effective, responsible member of a society. It\u2019s important to recognize that students are academics too, studying alongside us, but earlier on in their journey. Even if they don\u2019t plan to pursue academia in the long term, while they are here students should feel like a part of our community. They are becoming experts in a field, and in order to respect that journey you have to take a holistic approach to education.\u00a0\u00a0<\/p>\n It is clear you have made your sessions feel like an inclusive and supportive space for your students. How do you approach teaching potentially politically and culturally complex topics like religion and gender to a diverse student population?\u00a0<\/b>\u00a0<\/p>\n When teaching Biblical Studies I\u2019m careful to make it clear that the Bible is a text that functions in a range of ways. It is scripture and thus a text with divine authority for many but it can also be viewed as a cultural and philosophical document, as literature, or as a historical text rooted in the context of its time. I establish that when we look at the Bible through a academic lens, we aren’t only talking about something that\u2019s at the core of someone’s faith tradition, but that we might be talking about literature or history. In practical terms, I also aim to set up reflection in the classroom around disagreement, and how people can discuss and hold differing views on topics like this and feel safe at the same time. Students tend to be good at laying down and co-creating these expectations when given the opportunity. This helps build a broader sensitivity to difference in the classroom as a whole.\u00a0<\/p>\n In your statement you mention your development of a \u2018creative form of assessment\u2019 which, from student comments, has clearly caught people\u2019s attention. Could you provide some additional insight into what that looks like, and what aspects of it have been most successful in your eyes?\u00a0<\/b>\u00a0<\/p>\n In my unit \u2018All About Eve: Encountering the First Woman from Antiquity to Today\u2019 we focus on how Genesis 1-5 is received in western culture. One part of the assessment is still a traditional essay, because it\u2019s important that the students feel comfortable and have a chance to use the skills they\u2019ve been developing. Then there is a creative assessment, which is called \u2018The Artefact Analysis\u2019. Students are asked to pick a reimagining of the story of Eve and create material that would accompany it, where the artefact is put on display. I encourage students to reflect on what they have chosen and why, and what is engaging about it. In my view, we don\u2019t give students enough control over the topics they study sometimes in HE, and we should. My key aim is to show students why <\/i>they are doing this form of assessment, and the importance of connecting with different audiences. It\u2019s about developing the ability to write creatively and take multiple and reflective approaches to academic study.\u00a0\u00a0<\/p>\n With the advent of online learning both students and lecturers have had to adapt teaching and learning styles rapidly to a digital space, something you have been quite involved in. What is the secret to an inclusive and adaptable digital teaching environment?\u00a0<\/b>\u00a0<\/p>\n Delivering digitally prompted us all to review our teaching practice. I found that the key to inclusive online learning is explaining to students the mechanisms by which I will be teaching, aiming for transparency in my approach to teaching digitally. I also found it beneficial to engage with students outside of seminars and lectures \u2013 sharing resources and being available if they needed direction.\u00a0\u00a0<\/p>\n It was really interesting to see how it has affected my teaching in a physical space too; I have continued to explain what we will be doing, and the reasons why, in all my classes. Communication is at the heart of inclusivity and promotes a more personal feel to seminars \u2013 one where the students can see their lecturer as a person like them, rather than a figure of authority in an educational hierarchy.\u00a0\u00a0<\/p>\n Your recent research papers including the soon to be published \u2018<\/b>Serpentine Saviours and Woke Women<\/i><\/b>\u2019, and \u2018<\/b>Divine Revenge Porn, Slut-shaming, Ethnicity and Exile in Ezekiel 16 and 23<\/i><\/b>\u2019 combine more \u2018traditional\u2019 theology with issues prevalent in our current cultural discourse. How much does your research inform the courses you have directed and designed, and what is your approach to \u2018research-led teaching\u2019?\u00a0\u00a0<\/b>\u00a0<\/p>\n The All About Eve<\/i> course was based on my book Encountering Eve’s Afterlives<\/i>, so my teaching was all research-led. The book is focused on alternative interpretations of the Eden story, which comes through in my approach to teaching.\u00a0\u00a0<\/p>\n My fascination with forms of marginalized religious tradition and heretical knowledge means that my own research often becomes a case study for the field I\u2019m teaching. I have recently been awarded AHRC funding for a project that puts church and charity practitioners working against gender-based violence in contact with academia. It\u2019s exciting to include work like this in teaching, to demonstrate how the Bible continues to affect people today. Teaching is an inherently political act, and it is feminist pedagogy that leads me to teach the way that I do \u2013 which is reflectively informed by my approach to research. Our current modes of learning and ways of knowing are constructed off the back of a patriarchal society and culture, and for that reason, I feel we must challenge the ways that we do <\/i>knowledge, learning, and education. And a good starting point for that would be for everyone to read bell hooks\u2019 Teaching to Transgress<\/i>! \u00a0<\/p>\n Any closing thoughts?<\/b>\u00a0<\/p>\n It\u2019s important to recognise that diversity in student identity can go beyond gender, sexuality and race. Students are a diverse population not just in what they want to get out of their course, but also in what their eventual goals are. I want students to know that, if they wanted, they could come and do what I do as an academic, but also, that they are equally valid in their desire to pursue careers outside of the university. It\u2019s important for them to know why the work they do here contributes to that.<\/p>\n Dr Holly Morse\u2019s Top tips to understanding inclusivity:<\/p>\n [\/et_pb_text][et_pb_post_nav _builder_version=”3.0.106″ in_same_term=”off” show_prev=”on” show_next=”on” prev_text=”Previous” next_text=”Next” locked=”on” parent_locked=”off” \/][et_pb_comments _builder_version=”3.17.6″ show_count=”off” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null” \/][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ background_layout=”light” locked=”on” parent_locked=”off”]<\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″][et_pb_sidebar _builder_version=”3.0.106″ area=”sidebar-1″ orientation=”left” show_border=”off” background_layout=”light” locked=”on” \/][\/et_pb_column][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#000000″][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.17.6″ featured_placement=”above” locked=”on” parent_locked=”off” featured_image=”off” comments=”off” \/][et_pb_text _builder_version=”3.17.6″ background_layout=”light” parent_locked=”off”]<\/p>\n Dr Holly Morse is a <\/span><\/span>Lecturer in Bible, Gender and Culture (School of Arts, Languages and <\/span><\/span>Cultures). She joined the University in 2016, shortly after her doctoral thesis w<\/span>as published by Oxford University Press as part of the Oxford Theology and Religion Monograph series. The book,\u202f<\/span><\/span>Encountering <\/span><\/span>Eve’s Afterlives: A New Reception Critical Approach to Genesis 2-4\u202fis now available in print and digital versions.<\/span> Holly\u2019s teaching includes: RELT30712 -\u202f<\/span><\/span>Gender and Sexuality in the Bible<\/span><\/span><\/a>; SALC21132 -\u202f<\/span><\/span>All About Eve: Encountering the First Woman from Antiquity to Today<\/span><\/span><\/a>; RELT62312\u202f<\/span><\/span>Religion and Gender Theory<\/span><\/span><\/a>, for which she has won several awards <\/span>including:<\/span> Student\u2019s Union Award for Inclusive Teaching Practice, (2021); Outstanding Teaching Award in the Humanities (2020-21)<\/span>; <\/span>University<\/span> Teaching Excellence Award for Inclusive Teaching (2021). We chatted to Holly\u00a0<\/span><\/span><\/strong><\/p>\n You have put a large amount of time and thought into the entire learning journey for Religion and Theology students, from A Level, through undergraduate and postgraduate, and into career prospects after leaving The University. Why is it so important to provide this comprehensive approach to students’ academic journey?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n I think learning about Religion and Theology is integral to people’s ability to make their way through our society and culture, to better understand people from different places and respect their ideas and perspectives. The greater openness you have for viewpoints and ideas other than your own, the more likely you are to be an effective, responsible member of a society. It\u2019s important to recognize that students are<\/span> academics too, studying alongside us, but earlier on in their journey. Even if they don\u2019t plan to pursue academia in the long term, while they are here students should feel like a part of our community. They are becoming experts in a field, and in order to respect that journey you have to take a holistic approach to education.\u00a0<\/span>\u00a0<\/span><\/p>\n It is clear you have made your sessions feel like an inclusive and supportive space for your students. How do you approach teaching potentially politically and culturally complex topics like religion and gender to a diverse student population?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n When teaching Biblical Studies I\u2019m careful to make it clear that the Bible is a text that functions in a range of ways. It is scripture and thus a text with divine authority for many but it can also be viewed as a cultural and philosophical document, as literature, or as a historical text rooted in the context of its time. I establish that when we look at the Bible through a academic lens, we aren’t only talking about something that\u2019s at the core of someone’s faith tradition, but that we might be talking about literature or history. In practical terms, I also aim to set up reflection in the classroom around disagreement, and how people can discuss and hold differing views on topics like this and feel safe at the same time. Students tend to be good at laying down and co-creating these expectations when given the opportunity. This helps build a broader sensitivity to difference in the classroom as a whole.<\/span>\u00a0<\/span><\/p>\n In your statement you mention your development of a \u2018creative form of assessment\u2019 which, from student comments, has clearly caught people\u2019s attention. Could you provide some additional insight into what that looks like, and what aspects of it have been most successful in your eyes?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n In my unit \u2018All About Eve: Encountering the First Woman from Antiquity to Today\u2019 we focus on how Genesis 1-5 is received in western culture. One part of the assessment is still a traditional essay, because it\u2019s important that the students feel comfortable and have a chance to use the skills they\u2019ve been developing. Then there is a creative assessment, which is called \u2018The Artefact Analysis\u2019. Students are asked to pick a reimagining of the story of Eve and create material that would accompany it, where the artefact is put on display. I encourage students to reflect on what they have chosen and why, and what is engaging about it. In my view, we don\u2019t give students enough control over the topics they study sometimes in HE, and we should. My key aim is to show students <\/span>why <\/span><\/i>they are doing this form of assessment, and the importance of connecting with different audiences. It\u2019s about developing the ability to write creatively and take multiple and reflective approaches to academic study.\u00a0<\/span>\u00a0<\/span><\/p>\n With the advent of online learning both students and lecturers have had to adapt teaching and learning styles rapidly to a digital space, something you have been quite involved in. What is the secret to an inclusive and adaptable digital teaching environment?\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n Delivering digitally prompted us all to review our teaching practice. I found that the key to inclusive online learning is explaining to students the mechanisms by which I will be teaching, aiming for transparency in my approach to teaching digitally. I also found it beneficial to engage with students outside of seminars and lectures \u2013 sharing resources and being available if they needed direction.\u00a0<\/span>\u00a0<\/span><\/p>\n It was really interesting to see how it has affected my teaching in a physical space too; I have continued to explain what we will be doing, and the reasons why, in all my classes. Communication is at the heart of inclusivity and promotes a more personal feel to seminars \u2013 one where the students can see their lecturer as a person like them, rather than a figure of authority in an educational hierarchy.\u00a0<\/span>\u00a0<\/span><\/p>\n Your recent research papers including the soon to be published \u2018<\/span><\/b>Serpentine Saviours and Woke Women<\/span><\/i><\/b>\u2019, and \u2018<\/span><\/b>Divine Revenge Porn, Slut-shaming, Ethnicity and Exile in Ezekiel 16 and 23<\/span><\/i><\/b>\u2019 combine more \u2018traditional\u2019 theology with issues prevalent in our current cultural discourse. How much does your research inform the courses you have directed and designed, and what is your approach to \u2018research-led teaching\u2019?\u00a0\u00a0<\/span><\/b>\u00a0<\/span><\/p>\n The <\/span>All About Eve<\/span><\/i> course was based on my book <\/span>Encountering Eve’s Afterlives<\/span><\/i>, so my teaching was all research-led. The book is focused on alternative interpretations of the Eden story, which comes through in my approach to teaching.\u00a0<\/span>\u00a0<\/span><\/p>\n My fascination with forms of marginalized religious tradition and heretical knowledge means that my own research often becomes a case study for the field I\u2019m teaching. I have recently been awarded AHRC funding for a project that puts church and charity practitioners working against gender-based violence in contact with academia. It\u2019s exciting to include work like this in teaching, to demonstrate how the Bible continues to affect people today. Teaching is an inherently political act, and it is feminist pedagogy that leads me to teach the way that I do \u2013 which is reflectively informed by my approach to research. Our current modes of learning and ways of knowing are constructed off the back of a patriarchal society and culture, and for that reason, I feel we must challenge the ways that we <\/span>do <\/span><\/i>knowledge, learning, and education. <\/span>A<\/span>nd a<\/span> good starting point<\/span> for that<\/span> would be<\/span> for everyone <\/span>to <\/span>read <\/span>bell hooks\u2019<\/span> Teaching to Transgress<\/span><\/i>!\u00a0<\/span>\u00a0<\/span><\/p>\n Any closing thoughts?<\/span><\/b>\u00a0<\/span><\/p>\n It\u2019s important to recognize that diversity in student identity can go beyond gender, sexuality and race. Students are a diverse population not just in what they want to get out of their course, but also in what their eventual goals are. I want students to know that, if they wanted, they could come and do what I do as an academic, but also, that they are equally valid in their desire to pursue careers outside of the university. It\u2019s important for them to know why the work they do here contributes to that.<\/span>\u00a0<\/span><\/p>\n Dr Holly Morse\u2019s Top tips to understanding Inclusivity:<\/span>\u00a0<\/span><\/p>\n \u00a0<\/span><\/p>\n [\/et_pb_text][et_pb_post_nav _builder_version=”3.0.106″ in_same_term=”off” show_prev=”on” show_next=”on” prev_text=”Previous” next_text=”Next” locked=”on” parent_locked=”off” \/][et_pb_comments _builder_version=”3.17.6″ show_count=”off” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null” \/][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ background_layout=”light” locked=”on” parent_locked=”off”]<\/p>\n [\/et_pb_text][\/et_pb_column_inner][\/et_pb_row_inner][\/et_pb_column][et_pb_column type=”1_3″][et_pb_sidebar _builder_version=”3.0.106″ area=”sidebar-1″ orientation=”left” show_border=”off” background_layout=”light” locked=”on” \/][\/et_pb_column][\/et_pb_section][et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” next_background_color=”#000000″ prev_background_color=”#000000″ global_module=”322″][et_pb_fullwidth_menu global_parent=”322″ _builder_version=”3.0.106″ menu_id=”7″ submenu_direction=”downwards” fullwidth_menu=”off” background_layout=”dark” module_class=”main-navigation” \/][\/et_pb_section][et_pb_section bb_built=”1″ fullwidth=”off” specialty=”on” prev_background_color=”#000000″ next_background_color=”#1d1d1d”][et_pb_column type=”2_3″ specialty_columns=”2″][et_pb_row_inner locked=”off”][et_pb_column_inner type=”4_4″ saved_specialty_column_type=”2_3″][et_pb_post_title _builder_version=”3.17.6″ featured_placement=”above” locked=”on” parent_locked=”off” featured_image=”off” comments=”off” \/][et_pb_text _builder_version=”3.0.106″ background_layout=”light” parent_locked=”off”]<\/p>\n Fruitcake cake danish oat cake powder jujubes caramels chupa chups jelly beans. Bonbon tootsie roll jelly souffl\u00e9 fruitcake tootsie roll jelly sesame snaps cake. Gingerbread cotton candy oat cake jelly-o candy apple pie powder. Marshmallow powder chocolate bar sugar plum chocolate bar wafer marshmallow sugar plum bear claw. Marzipan macaroon bonbon sweet powder chocolate cake donut toffee carrot cake. Ice cream apple pie pastry. Wafer biscuit brownie bonbon. Pudding muffin tiramisu powder biscuit souffl\u00e9 biscuit chupa chups chupa chups. Powder lemon drops pastry apple pie lemon drops cotton candy. Pudding macaroon halvah jelly brownie drag\u00e9e sweet roll caramels jelly beans. Cookie biscuit lollipop. Donut jelly beans wafer marzipan powder oat cake gummies icing chocolate bar. Dessert fruitcake donut cupcake. Jelly macaroon brownie gingerbread cupcake donut fruitcake.<\/span><\/p>\n Sweet lemon drops topping brownie lollipop gummies biscuit candy canes donut. Jelly-o fruitcake macaroon. Muffin topping pudding liquorice danish chupa chups carrot cake cake. Sugar plum chupa chups apple pie chocolate cake bear claw chupa chups brownie topping carrot cake. Pastry gummi bears chocolate cake. Cake chocolate bar sugar plum icing cotton candy. Chupa chups halvah jelly macaroon candy canes danish halvah bonbon. Pie chupa chups sweet roll drag\u00e9e pie wafer pudding. Souffl\u00e9 jujubes jelly liquorice pudding pastry cotton candy pastry. Chupa chups jelly beans carrot cake caramels ice cream fruitcake. Candy gingerbread powder sugar plum macaroon candy oat cake tiramisu. Souffl\u00e9 drag\u00e9e sesame snaps powder topping halvah. Croissant gummies dessert donut drag\u00e9e biscuit toffee. Donut ice cream lollipop.<\/span><\/p>\n [\/et_pb_text][et_pb_post_nav _builder_version=”3.0.106″ in_same_term=”off” show_prev=”on” show_next=”on” prev_text=”Previous” next_text=”Next” locked=”on” parent_locked=”off” \/][et_pb_comments _builder_version=”3.17.6″ show_count=”off” header_font_size_tablet=”51″ header_line_height_tablet=”2″ custom_button=”on” button_text_color=”#ffffff” button_use_icon=”off” locked=”on” parent_locked=”off” button_text_size__hover_enabled=”off” button_text_size__hover=”null” button_one_text_size__hover_enabled=”off” button_one_text_size__hover=”null” button_two_text_size__hover_enabled=”off” button_two_text_size__hover=”null” button_text_color__hover_enabled=”off” button_text_color__hover=”null” button_one_text_color__hover_enabled=”off” button_one_text_color__hover=”null” button_two_text_color__hover_enabled=”off” button_two_text_color__hover=”null” button_border_width__hover_enabled=”off” button_border_width__hover=”null” button_one_border_width__hover_enabled=”off” button_one_border_width__hover=”null” button_two_border_width__hover_enabled=”off” button_two_border_width__hover=”null” button_border_color__hover_enabled=”off” button_border_color__hover=”null” button_one_border_color__hover_enabled=”off” button_one_border_color__hover=”null” button_two_border_color__hover_enabled=”off” button_two_border_color__hover=”null” button_border_radius__hover_enabled=”off” button_border_radius__hover=”null” button_one_border_radius__hover_enabled=”off” button_one_border_radius__hover=”null” button_two_border_radius__hover_enabled=”off” button_two_border_radius__hover=”null” button_letter_spacing__hover_enabled=”off” button_letter_spacing__hover=”null” button_one_letter_spacing__hover_enabled=”off” button_one_letter_spacing__hover=”null” button_two_letter_spacing__hover_enabled=”off” button_two_letter_spacing__hover=”null” button_bg_color__hover_enabled=”off” button_bg_color__hover=”null” button_one_bg_color__hover_enabled=”off” button_one_bg_color__hover=”null” button_two_bg_color__hover_enabled=”off” button_two_bg_color__hover=”null” \/][et_pb_text admin_label=”Related posts” _builder_version=”3.0.106″ background_layout=”light” locked=”on” parent_locked=”off”]<\/p>\n\n
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