Fwd: IJSaP 5(2) is published

We are delighted to let you know that the 10th Issue of the International Journal for Students as Partners (IJSaP) is now available from . It is our largest Issue to date. In it you will find 24 manuscripts - 1 editorial, 3 research articles, 6 case studies, 12 reflective essays, 1 opinion piece, and 1 review that have been written by 31 students and 39 staff/faculty from Australia, Canada, China, Hong Kong, Malaysia, New Zealand , South Africa, the United Kingdom, and the United States. Issue 5.2 also contains the second set of contributions to the Voices from the Field section. These have been written by 7 students, 4 staff, and 9 faculty from within a range of institutional types in Australia, Canada, New Zealand, Pakistan, Singapore, South Africa, the United Kingdom, and the United States. Please note that we will be publishing a special section in the next Issue on Partnership in Fostering Socially-Just Pedagogies. A

Fwd: New books

Dear colleagues, As editors of the book series Critical Practice in Higher Education we are delighted to let you know that the most recently published books in the series are: Critical Approaches to Online Learning by Julian McDougall   20% off code on website and Enabling Critical Pedagogy in Higher Education by Mike Seal and Alan Smith 20% off code on website.   We are always keen to talk with colleagues who might be interested in writing a short, accessible book for the series.  If you have an idea for a book please contact us: or     Joy Jarvis Professor of Educational Practice, National Teaching Fellow School of Education, University of Hertfordshire Serie

Fwd: New Issue of JLDHE!

  We are delighted to announce that Issue 21 of the Journal of Learning Development in Higher Education has now been released and is free to access here: . What a fabulous reading for a rainy Thursday afternoon!   Like many other colleagues, we felt that September 2021 arrived out of nowhere, bringing with it unresolved uncertainties of the new academic year, and with it, we re-entered a 'new normal' in higher education. The 'postpandemic' university did not materialise and conversations around teaching in person versus online, blended or hybrid, in masks or socially distanced, still dominate our planning and delivery design. Our readers might therefore find it comforting that the conversations in this issue of our journal include both pre-Covid and pandemic-centred analyses, with most articles still reporting on the past world some of us long for and which does not rush to come back. Our next issue, the

Fwd: New Open Access Issue of Learning and Teaching (Vol. 14, Issue 2)

The latest Open Access issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) has published! LATISS is a part of the Berghahn Open Anthro Collection: Please visit the Berghahn website for more information about the journal: Volume 14, Issue 2 Editorial Penny Welch and Susan Wright Articles Experiences of first-generation scholars at a highly selective UK university Caitlin Hindle, Vikki Boliver, Ann Maclarnon, Cheryl McEwan, Bob Simpson, and Hannah Brown The irony of an 'international faculty': Reflections on the diversity and inclusion discourse in predominantly White institutions in the United States Chenyu Wang Encounters with borders: A migrant academic's experiences of the visa regime in the Global North

Fwd: New website for Healey HE Consultants

We are delighted to launch our new website. Ruth has completely redesigned this from the old one, and we have adopted a more appropriate domain name: < >. There is an automatic redirect from the old site ( < >). However, if you have bookmarked any of the learning and teaching bibliographies and handouts that we maintain on the website, you may wish to update the links. You can find the new resource links at: .  These resources have been downloaded over 80,000 times. As well as news about our activities, there are details of the keynotes, workshops, and consultancies we offer, along with comments from delegates who have participated in previous sessions. Some of you will be glad to know that we have retained and expanded the page dedicated to our golden retrievers with even more photos! Best wi

Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 42, Issue 4, August 2021 is now available online on Taylor & Francis Online

The online platform for Taylor & Francis Online content Discourse: Studies in the Cultural Politics of Education, Volume 42, Issue 4, August 2021 is now available online on Taylor & Francis Online . This new issue contains the following articles: Articles Positioning Indigenous knowledge systems within the Australian mathematics curriculum: investigating transformative paradigms with Foucault Amber Hughes Pages: 487-498 | DOI: 10.1080/01596306.2020.1715345 Disability-related bullying and its discursive formations and enactments in the social ecology of schooling Anastasia Liasidou & Elissavet Ioannidou Pages: 499-512 | DOI: 10.1080/01596306.2020.1711514 A critical discourse analysis of Curriculum for Excellence implementation in four Scottish secondary school case studies Stephanie Hardley, Shirle

Fwd: [SI] Issue Published (open access): Inclusive Universities in a Globalized World

Social Inclusion has just released a new issue, fully open access, and all articles are free for you and others to read, download and share. Inclusive Universities in a Globalized World (2021, Volume 9, Issue 3)Edited by Liudvika Leišytė, Rosemary Deem and Charikleia TzanakouComplete issue: Table of Contents: Inclusive Universities in a Globalized World By Liudvika Leišytė, Rosemary Deem and Charikleia Tzanakou The Inclusive University: A Critical Theory Perspective Using a Recognition‐Based Approach By Jan McArthur Legibility Zones: An Empirically-Informed Framework for Considering Unbelonging and Exclusion in Contemporary English Academia By Jessica Wren Butler The Need and Desire for Inclusive Universities: A Perspective from Development Studies w