Showing posts from November, 2020

Fwd: Blame it on the lockdown!

Colleagues, especially those with courses for new academic staff, PG Certs, etc. may be interested in the following book which updates and brings together five previously published papers. It's available from Amazon at:   Best wishes Chris Chris Rust Emeritus Professor of Higher Education Oxford Brookes University

Fwd: IJSaP 4(2) is published and call for contributions to a new section on ‘Voices from the Field’

We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US. The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US. Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors ( <mailto: >) a brief (around 250 words) proposal<

Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.

The online platform for Taylor & Francis Online content New for Discourse: Studies in the Cultural Politics of Education and online now on Taylor & Francis Online : Research Article Test-based accountability, standardized testing and minority/racialized students' perspectives in urban schools in Canada and Australia Goli M. Rezai-Rashti & Bob Lingard Pages: 1-16 | DOI: 10.1080/01596306.2020.1843112 Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education Xiuying Cai Pages: 1-15 | DOI: 10.1080/01596306.2020.1843115

New Journal, Studies in technology enhanced learning Studies in Technology Enhanced Learning is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.