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Vol. 32 No. 6 (2018): Special Edition 2018

Section A : The ethics of care & academic development

Section B : HELTASA Conference papers

Section B : Action research

Published: 2018-12-03

Section A

Editorial: The ethics of care and academic development

V. Bozalek, C. Winberg

1-5
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Higher education for citizens of caring democracies

J.C. Tronto

6-18
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Care and attention

S.L. Sevenhuijsen

19-30
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Caring for justice in a neoliberal university

D. Hölscher

31-48
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To care or not to care - reflections on the ethics of blended learning in times of disruption

B.C. Swartz, D. Gachago, C. Belford

49-64
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Development of students’ academic literacies viewed through a political ethics of care lens

A. Dison

65-82
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Creating ‘safe-ish’ learning spaces—attempts to practice an ethics of care

P. Sykes, A. Gachago

83-98
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Professional learning for teaching at a research-intensive university: The need for a ‘care-full’ environment

N. Herman, E. Bitzer, B. Leibowitz

99-116
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Incubating a slow pedagogy in professional academic development: An ethics of care perspective

K.S. Collett, C.L. van den Berg, B. Verster, V. Bozalek

117-136
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Taking an ethics of care perspective on two university teacher training programmes

S. Bennoun, P. Haeberli, M. Schaub

137-152
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Working with Wendy: A tribute to slow scholarship

M.W. Lowther

153-167
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Section B

Editorial: Higher education well-being: A balancing Act

N. Chitanand, S. Rathilal, S. Rambharos

168-176
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Project-based learning: Panacea for change or old wine in new bottles?

D. Scholtz, M. Bester

177-196
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A little black number: Undressing transformation from student to pattern maker

M. Cavanagh

197-214
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Enriching the information systems curriculum to enable digital innovation capacity

C.L. van den Berg

215-233
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Peer mentoring: Enhancing economics first years’ academic performance

K.M. Dos Reis, D. Yu

234-250
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Friends or foes? A theoretical approach towards constructivism, realism and students’ wellbeing via academic literacy practices

O.O. Eybers

251-269
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Critical interdisciplinary dialogues: Towards a pedagogy of well-being in stem disciplines and fields

C. Winberg, V.G. Bozalek, H. Conana, J. Wright, K.E. Wolff, N. Pallitt, Hanelie Adendorff

270-287
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Addressing curriculum decolonisation and education for sustainable development through epistemically diverse curricula

K. Padayachee, M. Matimolane, R. Ganas

288-304
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Enabling well-being and epistemological access through an authentic assessment intervention: A case study of a higher education programme

R. Maniram, S.M. Maistry

305-325
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Ethical inclusive curricula design: Conversational teaching and learning

P.R. Baron

326-350
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Promoting the well-being of higher education: Re-engineering of transnational nursing education

V. Naidoo, M.N. Sibiya

351-369
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Postgraduate writing groups as spaces of agency development

D.O. Oluwole, O. Achadu, F. Asfour, G. Chakona, P. Mason, P. Mataruse, S. McKenna

370-381
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Teaching research writing at exit-level undergraduate programmes in South Africa

E.E. Esambe

382-400
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How to be or not to be? A critical dialogue on the limitations and opportunities of academic development in the current higher education context

K. Behari-Leak, J.E. Vorster, N. Chitanand, R. Ganas, K. Padayachee, V. Merckel, L. Masehela

401-421
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Section C

Editorial: Self-enquiry as an intrapersonal means to promoting scholarship of professional development: Our quest for new meaning making

P.H. du Toit

422-424
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Leading article: A meta-reflection on my emerging as a scholar of action research

P.H. du Toit

425-439
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Flipped out in the blended classroom, the good, the bad and the ugly: When academics become students

C.L. van den Berg, B. Verster, K.S. Collett

440-459
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Challenges reflected on by student teachers of English during teaching practice

T.W. Molotja, M. Maruma

460-468
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Enabling agency through participatory action research in an honours-level postgraduate class in a school of education

A. Pillay

469-482
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On becoming a better supervisor: A deconstruction of autoethnography as method for professional development

S.M. O'Neil

483-501
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Exploring how personal mentoring added value to becoming a higher education practitioner

S.G. Makhanya

502-518
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Assessing the value of action research: Using a world café to explore the professional journey of nurse educators

A. van Wyngaarden, R. Leech, I.M. Coetzee

519-531
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Stretching and transforming research practise for HIV and AIDS curriculum integration: An auto-ethnography

L. van Laren

532-549
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School-visit by pre-service teachers: An insider view on students’ experiences and staff’s perceptions

A.A. Beylefeld, A. Le Roux

550-569
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Switching colours: Becoming a culturally responsive teacher educator

B. Campbell

570-581
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A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions

K.S. Collett, B. von der Heyden, R.W.M. Pott, J. Stander

582-603
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Creative strategies to support student learning through reflection

G.H. van Rensburg, Y. Botma, T. Heyns, I.M. Coetzee

604-618
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Exploring my role modelling as a teacher educator: A self-study

A. Hiralaal

619-634
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