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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.ac.za/index.php/cristal


Vol 7, No 2 (2019): December

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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.

Table of Contents

Prelims

Editorial: December 2019 EMAIL FREE FULL TEXT
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Sherran Clarence i-iv

Articles

The obstinate notion that higher education is a meritocracy EMAIL FREE FULL TEXT
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Simpiwe Sobuwa, Sioux McKenna 1-15
Going beyond the official domain in the search for the culture of employee learning: The case of junior support staff at a South African university EMAIL FREE FULL TEXT
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George Mavunga 16-33
Recognition of prior learning: A critique of Council on Higher Education policy provisions EMAIL FREE FULL TEXT
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Lunga Xolisa Mantashe, Vuyisile Nkonki 34-51
Exploring the development of a hybrid and synthetic meaning of citizenship at a British university law school EMAIL FREE FULL TEXT
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Piers Von Berg 52-74
Leveraging Language: Preliminary evidence from a language-based intervention at the University of Cape Town EMAIL FREE FULL TEXT
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Emma Whitelaw, Tessa Dowling, Samantha Filby 75-93

Book Reviews

Book review: Mclean, M., Abbas, A., Ashwin, P. 2019. Quality in Undergraduate Education: How Powerful Knowledge Disrupts Inequality. London: Bloomsbury Publishing EMAIL FREE FULL TEXT
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Amanda Hlengwa 94-96
Book review: Mitra, S. 2018. Disability, Health and Human Development. Palgrave MacMillan: New York. EMAIL FREE FULL TEXT
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Lesa DeShield Givens 97-99


ISSN: 2310-7103
AJOL African Journals Online