In this special issue of Critical Studies in Teaching and Learning (CriSTal), we include eight papers that were presented at the 2019 HELTASA conference. The conference was hosted by the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University in November 2019. The intention of the conference was to reclaim a voice for Southern African researchers and higher education practitioners by inviting delegates to consider the notion of ‘pedagogies in context’. It provided a platform for scholars to consider how experiences and perspectives that have previously been silenced can be inserted into the ways we think about teaching in higher education. Delegates were encouraged to disrupt the notion of ‘best’, or even ‘good’, practices influenced by the scholarship produced in the global North by asking themselves critical questions about their practices such as: Good for whom? and Exactly whose interests are being served?