Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Editors: 
Penny Welch, Faculty of Arts, Business and Social Sciences, University of Wolverhampton
Susan Wright, Danish School of Education, University of Aarhus


Subjects: Education, Social Sciences


 Available on JSTOR

Latest Issue Table of Contents

Volume 14 (2021): Issue 1 (Mar 2021)

Volume 14 / 2021, 3 issues per volume (spring, summer, winter)

Aims & Scope

LATISS – Learning and Teaching is a peer-reviewed journal that uses the social science disciplines of sociology, anthropology, politics, international relations and social policy to reflect critically on learning and teaching practices in higher education and to analyse their relationship to changes in higher education policies and institutions.

The research field of Learning and Teaching includes:

  • most aspects of learning and teaching and higher education reform from national and comparative perspectives, including developments in curriculum, assessment, learning and teaching methods
  • institutional, national and international policies on learning and teaching – for example, shifts from elite to mass education, audit systems, quality enhancement, the Bologna process and markets in higher education.

The journal seeks to promote scholarship and research on learning and teaching and invites contributions from a wide and diverse community of practitioners, researchers and students. The editors will work closely with authors whose papers have the potential to be excellent but need further development.

*While we welcome studies that use any approaches from the social sciences to study higher education, LATISS will not accept:

  • articles on English as a second language
  • training in school-teaching practices, or scientific training

Indexing/Abstracting

LATISS is indexed/abstracted in:

  • Australian Council for Education Research
  • Bibliometric Research Indicator List (BFI)  – Level 2
  • Education Abstracts (H.W. Wilson/EBSCO)
  • Education Index (H.W. Wilson/EBSCO)
  • Education Research Complete  (EBSCO)
  • Education Resources Information Center (Institute of Education Sciences)
  • Emerging Sources Citation Index (Web of Science)
  • ERIC Digital Library
  • European Reference Index for the Humanities and the Social Sciences (ERIH PLUS)
  • IBR – International Bibliography of Book Reviews of Scholarly Literature on the Humanities and Social Sciences (De Gruyter)
  • IBZ – International Bibliography of Periodical Literature (De Gruyter)
  • MLA International Bibliography
  • Norwegian Register for Scientific Journals, Series and Publishers
  • Research into Higher Education Abstracts (Taylor & Francis)
  • Scopus (Elsevier)
  • TOC Premier Table of Contents (EBSCO)

Editors
Penny Welch, Faculty of Arts, Business and Social Sciences, University of Wolverhampton, UK
Susan Wright, Danish School of Education, Århus University, Denmark

Reviews Editors
Mary Brydon-Miller, College of Education and Human Development, University of Louisville, USA
Annie Straka, Division of Experience-based Learning and Career Education, University of Cincinatti, USA
Editorial Board 
Pamela Abbott, School of Social Sciences, University of Aberdeen, UK
Jeffrey Bernstein, Department of Political Science, Eastern Michigan University, USA
Marion Bowl, School of Education, University of Birmingham, UK
John Craig, School of Social Sciences, Leeds Beckett University, UK
Dorle Dracklé, Department of Empirical Cultural Research, University of Bremen, Germany
Martin Forsey, Department of Anthropology & Sociology, University of Western Australia
Robert Gibb, Department of Sociology, Anthropology and Applied Social Sciences, University of Glasgow, UK
Barbara Grant, School of Critical Studies in Education, University of Auckland, New Zealand
Davydd J. Greenwood, Department of Anthropology, Cornell University, USA
Mary Huber, The Carnegie Foundation for the Advancement of Teaching, USA
Jakob Krause-Jensen, Danish School of Education, Århus University, Denmark
Charlie Lees, College of Business, Government and Law, Flinders University, Australia
Wanhua Ma, Graduate School of Education, Peking University, China
Liz Marr, Pro-vice Chancellor (Students), Open University, UK
David Mills, Department of Education, Oxford University, UK
Pier-Paolo Pasqualoni, University of Applied Sciences, Austria
Alan Scott, Institute of Sociology, University of Innsbruck, Austria
Cris Shore, Department of Anthropology, Goldsmiths, University of London, UK
Bob Simpson, Department of Anthropology, Durham University, UK
Stephen Thornton, Politics and International Relations, Cardiff University, UK
Bonnie Urciuoli, Department of Anthropology, Hamilton College, USA
Barbara Waldis, University of Applied Sciences of Western Switzerland
Jacob Williams Ørberg, Royal Danish Embassy, Delhi, India

 

Manuscript Submission

Please review the submission and style guidelines carefully before submitting.

Please send submissions as Word or Rich Text Format (rtf) files attached to an email to the editors, Penny Welch at P.Welch@wlv.ac.uk and Sue Wright at suwr@edu.au.dk. All correspondence will take place via e-mail.

Our Special Issue Proposal Form can be found here.

Guest Editor Guidelines are available here.

Have other questions? Please refer to the Berghahn Info for Authors page for general information and guidelines including topics such as article usage and permissions for Berghahn journal article authors.


License Agreement

As part of the Berghahn Open Anthro initiative, articles in Learning and Teaching (LATISS) are published open access under a Creative Commons license.

Authors must visit our License Options page to select and download their preferred license agreement. Completed and signed forms should be sent to copyright@berghahnjournals.com.


Ethics Statement

Authors published in Learning and Teaching (LATISS) certify that their works are original and their own. The editors certify that all materials, with the possible exception of editorial introductions, book reviews, and some types of commentary, have been subjected to anonymous peer review by qualified scholars in the field. While every effort is made by the publishers and the editorial board to see that no inaccurate or misleading data, opinions or statements appear in this journal, they wish to make it clear that the data and opinions appearing in the articles herein are the sole responsibility of the contributor concerned. For a more detailed explanation concerning these qualifications and responsibilities, please see the complete Learning and Teaching ethics statement.

Annual Subscriptions

Volume 14/2021, 3 issues p.a. (spring, summer, winter)
ISSN 1755-2273 (Print) · ISSN 1755-2281 (Online)
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Higher Education in Critical Perspective: Practices and Policies

berghahnbooks.com/series/higher-education-in-critical-perspective

Editors:

Susan Wright, Aarhus University
Penny Welch, Wolverhampton University

Around the globe, universities are being reformed to supply two crucial ingredients of a purported ‘global knowledge economy’: research and graduates. Higher education’s aims, concepts, structures and practices are all in process of change. Together with its sister journal, LATISS, this series provides in-depth analyses of these changes and how those involved – managers, academics and students - are experimenting with critical pedagogies, reflecting upon the best organization of their own institutions, and engaging with public policy debates about higher education in the 21st Century.

Learning and Teaching is a part of the Berghahn Open Anthro subscribe-to-open initiative. Launched in 2020, this pilot has successfully converted a collection of 13 anthropology journals to full Open Access using S2O as its equitable and sustainable model of choice.

Autonomy and control

Danish university reform in the context of modern governance

In 2003 the Danish government reformed universities to 'set them free' from the state. Yet ministers are actively trying to shape universities and even set research agendas. How does the government's notion of 'freedom' reconcile independence with control? We identify three discourses of freedom: freedom to use academic judgement over what to research, teach, publish and say publicly; a free trade discourse where universities are free to pursue profit; and a modernising state discourse where government steers universities to contribute to the knowledge economy. Danish universities were reformed as part of the modernisation of the welfare state. We explore the assemblage of administrative and funding mechanisms through which the government now steers independent organisations: a chain of contracts for outsourced services, newly appointed managers, output payments and accrual accounting. While responsibility for achieving government policy is passed downwards through the independent organisation, formal lines of accountability run back up to the government. University leaders and academics are set free to manoeuvre within the system, but their economic survival is firmly dependent on responsiveness to centralised steering mechanisms

As an early pioneer of market-led institutional reforms and New Public Management policies, New Zealand arguably has one of the most 'neoliberalised' tertiary education sectors in the world. This article reports on a recent academic dispute concerning the attempt by management to introduce a new category of casualised academic employee within one of the country's largest research universities. It is based on a fieldwork study, including document analysis, interviews and the participation of both authors in union and activist activities arising from the dispute. Whilst some academics may collude in the new regimes of governance that these reforms have created, we suggest that 'collusion' and 'resistance' are inadequate terms for explaining how academic behaviour and subjectivities are being reshaped in the modern neoliberal university. We argue for a more theoretically nuanced and situational account that acknowledges the wider legal and systemic constraints that these reforms have created. To do this, we problematise the concept of collusion and reframe it according to three different categories: 'conscious complicity', 'unwitting complicity' and 'coercive complicity'. We ask, what happens when one must 'collude' in order to resist, or when certain forms of opposition are rendered impossible by the terms of one's employment contract? We conclude by reflecting on ways in which academics understand and engage with the policies of university managers in contexts where changes to the framework governing employment relations have rendered conventional forms of resistance increasingly problematic, if not illegal.

In this article the authors take up the invitation to respond to the previous articles in the special issue. They discuss why it is so difficult to speak and write about gender and sexuality, and difference more generally, in the neoliberalised university. They make the case that the neoliberal university engages and uses categorical difference, and the individuals inhabiting these, mainly for auditing purposes. The authors develop the argument that despite the enterprise university's official commitments to diversity and inclusion, it remains indifferent to difference, understood as openness to becoming different, to differenciation in a Deleuzian sense. Difference is privatised and depoliticised and is only acceptable if it is useful and exploitable in pre-specified ways and if it conforms to and facilitates neoliberal agendas.

Reclaiming the democratic purposes of American higher education

Tracing the trajectory of the civic engagement movement

Author: Matthew Hartley

American colleges and universities have historically sought to promote an enlightened citizenry. In the early 1980s many felt that this civic purpose was in danger of being lost. What unfolded was a widespread educational reform movement aimed at reasserting the public and democratic purpose of American higher education. This article traces the trajectory of this movement and notes a significant emergent tension among movement members - the question of whether to seek broad-based legitimacy within the academy by aligning the efforts with disciplinary norms or to challenge the status quo and attempt to transform higher education and align its efforts with the pressing needs of America's democracy.

Standardising Europe

The Bologna Process and new modes of governing

Author: Andreas Fejes

This article explores how the discourses of the Bologna Process have been accepted and adopted as the dominating ones in European higher education. It consists of a governmentality and discourse analysis inspired by Foucault and based on selected European and Swedish policy documents. The aims of the analysis are to illustrate how governing operates discursively and how it is legitimized, to identify what subjectivities are being shaped and fostered and to de-stabilise the taken-for-granted ideas of the present and so contribute to a space for reflection on how governing and power operate in higher education today.