This special issue entitled Care & The Future of Learning and edited by Prof Mary Zournazi responds to historical conditions that have been influenced by the Covid 19 pandemic and its prolonged effects. This issue is loosely divided into three sequences or parts that engage with themes and responses to care and the future learning and consists in total of seven peer-reviewed papers, one invited contribution and one reflective piece. The sequence of papers reflects the concerns around labour, teaching and knowledge transmission in the classroom and curriculum as well as ways to rethink and reflect on our creative and engaged practices. The first section on ‘Radical pedagogy and care’ deals with issues of radical pedagogies, transformation, and different responsibilities toward care. The second part ‘Creativity and care in the classroom’ works concurrently with ideas of creativity, pedagogy, new forms of labour and space, neurodiversity, and the care for learning. The final section on ‘Technologies, cognition and the future’ explores different approaches to the role of learning and cognition, technology, and a future of learning; and as an afterword and reflection, there is a consideration of the consequences of social and political violence, the lack of care in educational contexts and the need for different approaches to justice.

This call for papers is focused specifically on thinking-with oceanic scholarly methodologies in relation to higher education pedagogies which takes its inspiration from this growing body of work on Slow scholarship, particularly post-qualitative, embodied and mobile methodologies such as swimming, walking, and foraging as well as hydrofeminist thinking.

End of September we published our 2021 Special issue entitled "Pedagogies in Context: A selection of papers from the HELTASA 2019 Conference".

In this special issue of Critical Studies in Teaching and Learning (CriSTal), we include eight papers that were presented at the 2019 HELTASA conference. The conference was hosted by the Centre for Higher Education Research, Teaching and Learning (CHERTL) at Rhodes University in November 2019. The intention of the conference was to reclaim a voice for Southern African researchers and higher education practitioners by inviting delegates to consider the notion of ‘pedagogies in context’. It provided a platform for scholars to consider how experiences and perspectives that have previously been silenced can be inserted into the ways we think about teaching in higher education. Delegates were encouraged to disrupt the notion of ‘best’, or even ‘good’, practices influenced by the scholarship produced in the global North by asking themselves critical questions about their practices such as: Good for whom? and Exactly whose interests are being served?

Please view the issue on www.cristal.ac.za 

This call for papers is open to all conducting research in teaching and learning in higher education. The special issue will be constituted from a selection of papers that relate to methodological insights from studies focused on teaching and learning in higher education during periods of social disruption, notably the current COVID-19 pandemic. Papers that address research during any period of social disruption will however be welcome, including but not limited to natural disasters, emergencies and protests. Submit your manuscript on the CriSTaL website by 20 April 2020. For questions please contact the guest editors: 

Zahraa McDonald, University of Johannesburg (zahraam@uj.ac.za) 

Logan Govender, University of Johannesburg (lvgovender@uj.ac.za) 

Michael Cross, University of Johannesburg (mcross@uj.ac.za)

The submission deadline for submission of papers to the special issue for the 2019 HELTASA Conference held at Rhodes University from 26–29 November has been extended to the 1st of July 2020. Please visit the www.cristal.ac.za for more information.

Please submit manuscripts to the guest editors Dr Kirstin Wilmot, Professor Lynn Quinn and Professor Jo-Anne Vorster (heltasa2019@gmail.com) .

This call for papers is open to presenters of papers at the 2019 HELTASA Conference held at Rhodes University from 26–29 November. Papers should both pertain to the conference theme, ‘Pedagogies in context’ and sub-themes, and to the focus of the journal.

Please submit manuscripts to the guest editors Dr Kirstin Wilmot, Professor Lynn Quinn and Professor Jo-Anne Vorster (heltasa2019@gmail.com) by 15 June 2020.