Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that describe, theorise and reflect on teaching and learning practice in higher education. The editors welcome contributions that are critical and well-researched, whether they are analytical, theoretical or practice-based, as well as contributions that deal with innovative and reflective approaches to teaching and learning. We are particularly interested in articles that have relevance to the South African educational context.
Vol 3, No 2
This issue includes 4 papers and 2 book reviews, and the subjects addressed include higher education as a public good, mentoring young researchers, social justice and human capabilities in higher education, new ways of approaching digital or online postgraduate education, and teaching masculinities in South Africa.
Table of Contents
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Editorial board: Prof Vivienne Bozalek (UWC), Prof Brenda Leibowitz (UJ), Prof Cecilia Jacobs (SUN), Prof James Garraway (CPUT), Prof Moragh Paxton (UCT), Prof Lucia Thesen (UCT), Dr Amanda Hlengwa (Rhodes), Prof Melanie Walker (UFS), Prof Dick Ng'ambi (UCT), Prof Chris Winberg (CPUT), Prof Denise Wood (CQU), Prof Cheryl Hogkinson-Williams (UCT), Dr Sherran Clarence (Rhodes)