We are pleased to present the first issue of Volume 11 of Critical Studies in Teaching and Learning (CriSTaL). In this issue, we bring together six thought-provoking papers that explore critical perspectives and different aspects of teaching and learning in higher education. A book review completes this issue.
The first two papers in this issue deal with issues of inequality. The first alludes to the pandemic and the ways in which it has affected students' experiences, while the second looks at the inequalities faced by rural students in higher education as a result of the neglect and undervaluation of their experiences, skills and knowledge within the university environment. The next two papers focus on challenges to teaching and learning in the classroom, the first on learning-centred assessment practices and the second on teachers' reflections on the quality and modes of thinking in writing intensive courses. The final two papers are dedicated to research, with the first focusing on the attributes and dispositions that doctoral students should develop, and the second on the need to rethink reflexivity in the context of medical education research. .