Extension of deadline for Heltasa Special Issue to 1st of July 2020

Call for papers for the special issue:

Pedagogies in Context: A selection of HELTASA 2019 papers

Editors of special issue:

Kirstin Wilmot

Rhodes University


Lynn Quinn

Rhodes University



Jo-Anne Vorster

Rhodes University



This call for papers is open to presenters of papers at the 2019 HELTASA Conference held at Rhodes University from 26–29 November. Papers should both pertain to the conference theme, ‘Pedagogies in context’ and sub-themes, and to the focus of the journal, the details of which appear below.

The field of Academic Development has produced a wealth of research spanning more than thirty years of practice. The impact of globalisation, however, has meant that our own work, and what we have learned from it, is often made subservient to knowledge from the Global North and the so-called ‘best practices’ that emerge from it.

The 2019 HELTASA conference aimed to draw scholars together to reclaim a voice for Southern African researchers and practitioners by inviting delegates to consider the notion of ‘pedagogies in context’. We invited participants to consider how experiences and perspectives that have previously been silenced can be inserted into the ways we think about teaching in higher education.

Manuscripts addressing the following themes will be considered for the special issue: 

  • How does a set of pedagogical practices best meet the needs of students enrolled in a course or programme? How can, for example, pedagogy take account of the experiences of rural students who may be in large urban areas for the first time in their lives as they embark on tertiary study?
  • How can pedagogy account for the multiple ways of being (including gendered, raced and classed ways) that comprise our society?
  • How does pedagogy need to take account of, say, the goals of a university of technology or the purposes of a vocational or professional programme in comparison to those of a traditional university or the general formative degree?
  • How are curricula structured in ways that attend to the target knowledge while enabling access?
  • How do resources (both material and in relation to the availability of teaching staff and tutors) impact on what is possible as a pedagogy?
  • How can pedagogy impact on the lives of students who, in the protests of 2015 and 2016, told us how alienated they were in their universities?
  • How does content relate to pedagogy?
  • How can we use pedagogy to ‘trouble’ dominant assumptions about the contexts in which we find ourselves?
  • How can we use technology critically to enrich our students’ learning experiences and foster inclusion in communities where access may be limited?
  • How can we teach students to be the entrepreneurs they will need to be if they are to provide for themselves and their families in contexts where secure ‘jobs for life’ are increasingly disappearing?

Contributions that are critical, well-researched and address challenging 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. Successful papers will contribute theorised findings that are not limited to a single context or institution but which can rather have implications and insights for the wider field of higher education in Southern Africa.


Planned publication date:


  • Deadline for full paper submissions: 1st of July2020
  • Review process complete: 21 September 2020
  • Revised manuscripts submitted: 16 November 2020
  • Special issue submitted for copyediting: 1 March 2021
  • Publication of special issue: May 2021

Please submit manuscripts to the guest editors Dr Kirstin Wilmot, Professor Lynn Quinn and Professor Jo-Anne Vorster (heltasa2019@gmail.com) by 1st of July 2020.

Please use the Critical Studies in Teaching and Learning author guidelines at http://www.cristal.ac.za/index.php/cristal/about/submissions