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Learning and Teaching

The International Journal of Higher Education in the Social Sciences



Aims & Scope

Visit the new Learning and Teaching website here!
 

Learning and Teaching (LATISS) is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education.

The journal invites students and staff to explore their education practices in the light of changes in their institutions, national higher education policies, the strategies of international agencies and developments associated with the so-called international knowledge economy.

The disciplines covered include politics and international relations, anthropology, sociology, criminology, social policy, cultural studies and educational studies. Recent topics include curriculum innovation, students’ academic writing, PhD research ethics, neo-liberalism and academic identity, and marketisation of higher education.

The readership spans practitioners, researchers and students. It includes undergraduates and postgraduates interested in analysing their experience at university, newly appointed staff taking a qualification in learning and teaching, staff of learning and teaching units, experienced teachers in higher education and researchers on university reform.

Learning and Teaching is now available on JSTOR!


Subjects: Education, Social Sciences


 

Current Issue

Volume 9, Issue 1, Spring 2016 

 

Editorial
Penny Welch and Susan Wright

Articles

Alienating students: Marxist theory in action
Megan Thiele, Yung-Yi Diana Pan and Devin Molina

Naïve scientists and conflict analysis: learning through case studies
R. William Ayres

Assessment rubrics: thinking inside the boxes
Cary Bennett

Essay

What does it mean to teach ‘interpretively’?
Jennifer Dodge, Richard Holtzman, Merlijn van Hulst and Dvora Yanow

Report

Making the best of an inappropriate textbook: using an ‘international edition’ to teach critical thinking and intercultural understanding
Kristina C. Marcellus

Review Article

From steward to leader: a decade of shifting roles for the PhD student
Corina Balaban

Book Review

Nico Cloete, Peter Maassen and Tracy Bailey (eds) (2015) Knowledge Production and Contradictory Functions in African Higher Education
Review by Sintayehu Kassaye Alemu


Interview with Les Back on the Online Publication of His Academic Diary

 

An interview with Les Back, professor of sociology at Goldsmith's College by his colleague in the department, Kate Nash, on the online publication of Academic Diary, his collection of essays reflecting on, often small, incidents in his daily life as an academic in relation to processes of change in higher education in Britain. In a wide-ranging conversation, Les and Kate touch upon the relationship between the form and content of the diary, the changing environment of British academia, the diary as an example of the "sociological imagination" as an attempt to join conversations about what universities are and may become, and the present and future of the university.

 

Part 1- Form and Content of the Diary


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