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Critical Studies in Teaching and Learning

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Critical Studies in Teaching and Learning is a peer-reviewed journal that publishes scholarly articles and essays that make marked contributions to the scholarship of teaching and learning in higher education. The Journal aims to provide a stimulating and challenging forum for contributors to describe, theorise and reflect on their teaching and learning practice, and is particularly interested in contributions that have relevance to the South African educational context.

Contributions that are critical, well-researched and come at relevant problems and issues from theoretical, practice-based or analytical angles are welcomed, as well as contributions that focus on innovative and reflective approaches to teaching and learning. 

All submissions must have a clear issue or problem that is addressing, and must make reference to the relevant literature. Where applicable methodology, results and evaluation of findings must be clearly discussed and related to the wider field or literature. Submissions relating local studies should make clear the applicability to a wider context and readership.

Other websites associated with this journal: http://cristal.epubs.ac.za/index.php/cristal#.VkpDFHYrLIU


Vol 5, No 1 (2017)

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Table of Contents

Articles

Editorial: Special issue. ‘Ethics, care and quality in educational development’ EMAIL FREE FULL TEXT
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Brenda Leibowitz, Amanda Hlengwa
Practicing an ethic of discomfort as an ethic of care in higher education teaching EMAIL FREE FULL TEXT
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Michalinos Zembylas 1-17
The governmentality of teaching and learning: acquiescence or resistance? EMAIL FREE FULL TEXT
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Bregham Dalgliesh 18-35
Adhering to scientific and ethical criteria for scholarship of teaching and learning EMAIL FREE FULL TEXT
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Jessica Pool, Gerda Reitsma 36-48
From student feedback to institutional quality enhancement initiatives that focus on supporting staff and students EMAIL FREE FULL TEXT
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Elizabeth Santhanam, Kevin Ashford-Rowe, Pauline Murphy 49-66
How do we learn professional ethics? Professional competences, embodiment and ethics in physiotherapy education in Norway EMAIL FREE FULL TEXT
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Tone Dahl-Michelsen, Karen Synne Groven 67-84
Classrooms as ‘safe houses’? The ethical and emotional implications of digital storytelling in a university writing classroom EMAIL FREE FULL TEXT
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Kristian D. Stewart 85-102

Book Reviews

Review Essay: Propositions for posthuman teaching and research: a diffractive re-view of three books EMAIL FREE FULL TEXT
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Karin Murris 103-109
Book Review: Theorising learning to teach in higher education EMAIL FREE FULL TEXT
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Sheila Trahar 110-112


ISSN: 2310-7103
AJOL African Journals Online