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Learning and Teaching

The International Journal of Higher Education in the Social Sciences

Aims & Scope

Visit the new Learning and Teaching website here!

Learning and Teaching (LATISS) is a peer-reviewed journal that uses the social sciences to reflect critically on learning and teaching in the changing context of higher education.

The journal invites students and staff to explore their education practices in the light of changes in their institutions, national higher education policies, the strategies of international agencies and developments associated with the so-called international knowledge economy.

The disciplines covered include politics and international relations, anthropology, sociology, criminology, social policy, cultural studies and educational studies. Recent topics include curriculum innovation, students’ academic writing, PhD research ethics, neo-liberalism and academic identity, and marketisation of higher education.

The readership spans practitioners, researchers and students. It includes undergraduates and postgraduates interested in analysing their experience at university, newly appointed staff taking a qualification in learning and teaching, staff of learning and teaching units, experienced teachers in higher education and researchers on university reform.

Learning and Teaching is now available on JSTOR!

Subjects: Education, Social Sciences


Current Issue

Volume 11, Issue 1, Spring 2018

Special issue: Contextualising student engagement: The case of recent reform in United Kingdom higher education

Guest Edited by Lisa Garforth and Anselma Gallinat

Introduction: Constructing and practising student engagement in changing institutional cultures

Lisa Garforth and Anselma Gallinat


Invisible labour: Do we need to reoccupy student engagement policy?
Sarah Hayes

Student engagement in the management of accelerated change: Anthropological reflections on ‘Project 2012’ and The Offer
Anselma Gallinat

Enhancing student engagement through effective ‘customer’ evaluation: Quis custodiet ipsos consumptores?
Geoff Payne

Unreasonable rage, disobedient dissent: The social construction of student activists and the limits of student engagement
Jessica Gagnon

Tactics and strategies to survive ‘student engagement’, or joining the Soil Society and other stories: A panel discussion
Jacqui Close

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