- James Garraway and Vivienne Bozalek Editorial: Reconfiguring Foundational Pedagogies through Theoretical Frameworks
https://doi.org/10.29086/2519-5476/2019/v26n2a1 - James Garraway and Vivienne Bozalek Theoretical Frameworks and the Extended Curriculum Programme
https://doi.org/10.29086/2519-5476/2019/v26n2a2 - Kathy Luckett A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’
https://doi.org/10.29086/2519-5476/2019/v26n2a3 - Nike Romano Just(ice) Do It! Re-membering the Past through co-Affective Aesthetic Encounters with Art/ History
https://doi.org/10.29086/2519-5476/2019/v26n2a4 - Aditi Hunma, Moeain Arend, Gideon Nomdo, Catherine Hutchings, and Sean Samson Revisiting Writer Identities in Discomforting Spaces: The Envisioned Self in Writing
https://doi.org/10.29086/2519-5476/2019/v26n2a5 - Corinne Knowles Access or Set Up? A Critical Race, Feminist, Black Consciousness, and African Feminist perspective on Foundation Studies in South Africa
https://doi.org/10.29086/2519-5476/2019/v26n2a6 - Delphi Carstens New Materialist Perspectives for Pedagogies in Times of Movement, Crisis and Change
https://doi.org/10.29086/2519-5476/2019/v26n2a7 - Shannon Morreira Disruption by Curriculum Design: Using Steve Biko’s I Write What I Like as a Tool for Participatory Parity in post-Apartheid Higher Education
https://doi.org/10.29086/2519-5476/2019/v26n2a8 - Honjiswa Conana, Delia Marshall and Dean Solomons Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition
https://doi.org/10.29086/2519-5476/2019/v26n2a9 - Karen Ellery Congruence in Knowledge and Knower Codes: The Challenge of Enabling Learner Autonomy in a Science Foundation Course
https://doi.org/10.29086/2519-5476/2019/v26n2a10 - Billy Meyer What is a Gospel? Reflections on Developing an Integrated Literacy Lesson Cycle in a First Year Tertiary Module Using Legitimation Code Theory
https://doi.org/10.29086/2519-5476/2019/v26n2a11 - Naomi Msusa Semantic Waves: Writer Performance Ranges on the National Benchmark Tests (NBT) Academic Literacy Test
https://doi.org/10.29086/2519-5476/2019/v26n2a12 - Sindiso Zhou and Nhlanhla Landa Translanguaging as Foundational Pedagogy: Disrupting Hegemonies for Academic Access in Multilingual Spaces
https://doi.org/10.29086/2519-5476/2019/v26n2a13
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