Vol 8 No 2 (2020): December

The contributions to this December issue are in line with the educational cartographies influenced by the 2020 pandemic, movements that have brought research and teaching into new productive relations. In this issue, we have seven articles with a focus on academic literacy, decolonising of the curriculum and social justice concerns. Aspects of social accountability, transformation and advocacy, are prevalent in all the contributions presented here. The focus on transforming dominant epistemologies forms part of the case for an “ontological turn” in HE (Barnett cited in Jacobs et al., this issue) and ties in with the need to think innovatively about our teaching practices so that we can be more cognisant of those whom we serve and the type of social impact our teaching needs to have, beyond the classroom setting.