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Susan Wright and Penny Welch

Welcome to the tenth anniversary issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences ( LATISS ). This anniversary presents an opportunity for celebration and for reflection on the progress

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Penny Welch and Susan Wright

This tenth anniversary issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences (LATISS) focuses on a range of learning and teaching innovations in our core disciplines of anthropology, politics

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Penny Welch and Susan Wright

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences , contributors from Canada, Denmark, Japan and the U.S.A. explore a variety of ways in which students’ learning on social science

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

University of Denver's higher education programme. ‘Inclusive Pedagogy’ as developed by Tuitt (2003) for the discipline of higher education refers to the practice of teaching and learning for the development of inclusive learning environments for all

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Penny Welch and Susan Wright

This issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences concentrates on approaches to learning, teaching and assessment in the social sciences and features contributors from universities in

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Susan Wright and Davydd J. Greenwood

starts with two papers that analyse the ‘free universities’ that seek to operate independently from the state and create spaces for critical, non-capitalist and democratic learning in the U.K., Australia, and the U.S.A. Sarah Amsler reviews some current

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Penny Welch and Susan Wright

In this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences , authors from Denmark, Jamaica, the United States, the Netherlands and the United Kingdom analyse measures to encourage students to

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Higher education in the paradigm of speed

Student perspectives on the risks of fast-track degree completion

Laura Louise Sarauw and Simon Ryberg Madsen

approach to comply with the political demand for timely degree completion. As shown below (see Figure 2 ), these logics ranged from having sufficient time to become well-prepared for all classes and to participate in non-assessed learning activities to

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Joost Beuving and Geert de Vries

research, however, is that its skills cannot be packaged for large-scale lecture settings without losing substance. Ideally, qualitative research is taught hands-on in a master–apprenticeship relation that thrives in a small setting. Central to learning the

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Relations of Trust, Questions about Expectations

Reflections on a Photography Project with Young South Africans

Oliver Pattenden

This article stems from my doctoral research, which considers moral contestation relating to education in the Eastern Cape Province of South Africa. Overall, I outline a case for working with young people: addressing asymmetrical institutional and generational relations of power in order to enrich the knowledge generated by research. My focus is a project entitled My Future, which involved approximately forty learners drawing diagrams and using disposable cameras to produce representations of their moral judgements. Notable distinctions between data gathered during two stages of fieldwork, of differing durations, are analysed with reference to my relations with interlocutors and related institutionalised and public discourses of morality. Using the concept of trust, which is established during exchanges of mutually beneficial sociality, I argue that how we understand others depends upon what they expect from us and what we expect of them.