Learning and Teaching

The International Journal of Higher Education in the Social Sciences

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

Learning and Teaching is a part of the Berghahn Open Anthro subscribe-to-open initiative, a pilot aiming to convert 13 Anthropology journals to full Open Access on an on-going and sustainable basis.

Latest Issue Table of Contents

Volume 13 (2020): Issue 2 (Jun 2020)



Walking on the edge: Educational praxis in higher education
Lill Langelotz, Kathleen Mahon and Giulia Messina Dahlberg 

Creating a reflective space in higher education: The case of a Swedish course for professional principals
Katina Thelin

Multidisciplinary peer-mentoring groups facilitating change? A critical educational praxis perspective
Melina Aarnikoivu, Matti Pennanen, Johanna Kiili and Terhi Nokkala

Transculturality in higher education: Supporting students’ experiences through praxis
Heidi A. Smith

Geographical differentiation in access to higher education in Sweden 
Aimee Haley

Equity and social justice for whom and by whom in contemporary Swedish higher and adult education
Sangeeta Bagga-Gupta, Giulia Messina Dahlberg and Sylvi Vigmo

Volume 13 / 2020, 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


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)

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

Reviews Editors
Jakob Williams Ørberg, Royal Danish Embassy, Delhi, India
Mary Brydon-Miller, College of Education and Human Development, University of Louisville, 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
Helle Bundgaard, Department of Anthropology, Copenhagen University, Denmark
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, Centre for Widening Participation, 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


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 13/2020, 3 issues p.a. (spring, summer, winter)
ISSN 1755-2273 (Print) · ISSN 1755-2281 (Online)
(rates include handling & surface postage)

Free Sample Issue (Online)
Recommend to your Library


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Higher Education in Critical Perspective: Practices and Policies



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.