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David P. Thomas

This article explores the use of critical pedagogy in addressing the important issue of Socially Responsible Investing (SRI) in the postsecondary context. I argue that tools of critical pedagogy – in this case student-centred learning and sharing power in the classroom – provide a productive avenue for post-secondary students to engage with SRI. In addition, analysing current debates and trends in SRI offers an excellent opportunity to encourage active, engaged, student-centred learning, with the ultimate goal of producing citizens who are capable of questioning the world around them. The article presents a case study of a course on SRI at a small liberal arts university in Canada to illustrate the potential of critically teaching and learning about SRI.

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David Mills

We hear ever more about the internationalisation of higher education. As U.K. universities become increasingly exposed to the vagaries of international student demand, administrators are scrambling to develop ‘internationalisation’ strategies, whilst academics are being encouraged to incorporate ‘international perspectives’ into their curricula. Even the U.K.’s Centre for Learning and Teaching Sociology, Anthropology and Politics (C-SAP) has a strategic aim to promote ‘best practice in the internationalisation of the student learning experience’. It sounds impressive, but what does it mean in practice? Internationalisation has become a buzzword that everyone can use without having to agree on what they mean. The word’s descriptive malleability is its analytical downfall.

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Important social aspects of contemporary higher education are addressed in this issue by authors from a number of countries and social science disciplines. These range from learning and teaching concepts of capitalism and alienation, to the impacts of computerised university administration, the systematic ways certain categories of students fall through cracks in the academic pipeline, and how to reintroduce social activism into a ‘professionalised’ curriculum and teach social justice through international study visits.

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Elsa Rodeck, Maki Kimura and Patrick Ainley

Rebekah Nathan (2005) My Freshman Year: What a Professor Learned by Becoming a Student Review by Elsa Rodeck

Steve Spencer and Malcolm Todd (eds) (2006) Reflections on Practice: Teaching ‘Race’ and Ethnicity in Further and Higher Education Review by Maki Kimura

James Avis (2007) Education, Policy and Social Justice, Learning and Skills Review by Patrick Ainley

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Penny Welch and Wright Susan

Welcome to the third issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. This issue completes the 2008 volume. Our thanks go to the authors of articles and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher, Berghahn, and the editorial board.

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Mark Sandle, Gary Taylor and Penny Welch

Geoff Timmins, Keith Vernon and Christine Kinealy (2005) Teaching and Learning History Review by Mark Sandle

Lorraine McIlrath and Iain Mac Labhrainn (eds) (2007) Higher Education and Civic Engagement: International Perspectives Review by Gary Taylor

Joanna Bull and Colleen McKenna (2004) Blueprint for Computer-Assisted Assessment Review by Penny Welch

Peter Redman (2006) Good Essay Writing Review by Penny Welch

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Penny Welch and Susan Wright

Welcome to this issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences.

Our thanks go to the authors of the articles and book reviews, the anonymous referees who commented on the manuscripts, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.

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Penny Welch and Susan Wright

Welcome to the first issue of the second volume of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. Our thanks go to the authors of articles and reviews, the anonymous referees who read the articles, the publishers who provided review copies of the books, our own publisher Berghahn and the Editorial Board.

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Rowena Murray, Sheila Trahar and Nicholas Walliman

Eileen Carnell, Jacqui MacDonald, Bet McCallum and Mary Scott, M (2008) Passion and Politics: Academics Reflect on Writing for Publication

Review by Rowena Murray

Thushari Welikala and Chris Watkins (2008) Improving Intercultural Learning Experiences in Higher Education: Responding to Cultural Scripts for Learning

Review by Sheila Trahar

Karen Smith, Malcolm Todd and Julia Waldman (2009) Doing Your Undergraduate Social Science Dissertation

Review by Nicholas Walliman

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Shaun Hargreaves-Heap, Stefan Hudak and Jeroen Huisman

Walter W. McMahon (2009) Higher Learning, Greater Good: The Private and Social Benefits of Higher Education

Review by Shaun Hargreaves-Heap

Alberto Amaral, Guy Neave, Christine Musselin and Peter Maassen (eds) (2009) European Integration and the Governance of Higher Education and Research

Review by Stefan Hudak

Jill Blackmore, Marie Brennan and Lew Zipin (eds) (2010) Re-positioning University Governance and Academic Work Review by Jeroen Huisman