Learning and Teaching
The International Journal of Higher Education in the Social Sciences
Aims & Scope
Editors: Penny Welch, School of Law, Social Sciences and Communication, University of Wolverhampton and Susan Wright, Danish School of Education, University of Århus
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
Volume 7, Issue 2, Summer 2014
Penny Welch and Susan Wright
What the willow teaches: sustainability learning as craft
Molly Scott Cato
The pedagogy of controversy in the field of China Studies: teaching the Cultural Revolution
A partnership across the ocean between the University of the Western Cape and the University of Missouri-St. Louis: facilitating a global research programme for doctoral students
Patricia G. Boyer, Lorna Holtman, Carole H. Murphy and Beverley Thaver
Play a starring role in your textbook: a digital web platform with an embedded role-playing game
Laura Spielvogel and Christian Spielvogel
Responses to ‘Rethinking Combined Departments: an argument for History and Anthropology’, published in Learning and Teaching 6.1 from Stephen M. Lyon; Yasar Abu Ghosh, Pavel Himl, Tereza Stöckelová and Lucie Storchová; Robert Gibb; Jakob Krause-Jensen and Veerendra P. Lele.
Joyce E. Canaan and Wesley Shumar (2008) Structure and Agency in the Neoliberal University
Review by Jeroen Huisman
Roger Brown with Helen Carasso (2013) Everything for Sale? The Marketization of UK Higher Education
Review by Alan Scott
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