Critical Studies in Teaching and Learning (CriSTaL)

Current Issue

Vol 9 No SI (2021)
Published September 30, 2021
Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference

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?


Kirstin Wilmot, Lynn Quinn, Jo-Anne Vorster
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Special issue

Cecilia Jacobs
Contextually responsive and knowledge-focused teaching: disrupting the notion of ‘best practices’
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Rieta Ganas, Kasturi Behari-Leak, Nalini Chitanand, Siya Sabata
The Pedagogies for critical agency: Portals to alternative futures
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Muhammad Nakhooda, Moragh Isobel Jane Paxton
A translanguage pedagogy to promote Biotechnology concept engagement and academic literacy in a linguistically-diverse university context
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Shalini Dukhan
Students' prior knowledge and threshold concepts in a first-year biology course: The lecturer as middleman
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Ilse Fouche, Laura Dison, Grant Andrews, Maria Prozesky
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Clint Abrahams, Hermie Delport, Rudolf Perold, James Brown, Anna Weber
Being-in-context through live projects: including situated knowledge in community engagement projects
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Prof Rubby Dunpath , Prof Hesta Friedrich-Nel, Dr Lynn Biggs, Dr Hanlie Dippenaar , Dr Deidre Joubert , Prof Ian Nell , Prof Jacqueline Yeats
Unveiling the professional attributes of university teachers
Daniela Gachago, Barbara Jones, Emmanuel Ekale Esambe, Sonwabo Jongile, Eunice Ivala
Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development
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