n South African Journal of Higher Education - Call for contributions to a special issue of the

Volume 29, Issue 1
  • ISSN : 1011-3487



One of the peculiarities of the literature on academic professional development with regard to teaching is its a-political nature, with little consideration of issues of equity, and how privilege, geographical location, class and ethnicity influences the way that staff in higher education learn to teach or develop. This is despite the strong concern that exists internationally with social class and identity in relation to debates on widening participation and student success. The approaches towards professional academic development have been dominated by literature from the global North, with insufficient consideration for conditions in resource constrained environments. We contend that literature from these environments would enrich the international body of literature. Thus there is a need for scholarly writing on learning to teach in higher education, which takes a specifically social, contextual and relational approach, and which considers these within resource rich and resource-constrained environments.

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