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Vol 7 No 2 (2019): December

This issue features 5 papers on the lie of meritocratic thinking when it comes to analysing student access and success, a critique of formal policy provisions for recognition of prior learning, literacy support in African languages and challenging monolingual writing support, factors influencing how students engage in citizenship education in a law school, and challenging normative neoliberal understandings of how junior support staff act and engage in a South African University. The issue also features two book reviews.

Published: 2019-12-20
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