Vol. 2 No. 2 (2018): SOTL in the South

This is the third issue of the SOTL in the South journal. It includes SOTL work undertaken in Chile, South Africa, Botswana and New Zealand - and book reviews by academics working in Singapore and Australia.

ISSN 2523-1154

DOI: https://doi.org/10.36615/sotls.v2i2

Published: 2024-02-22

Editorial

Socially just pedagogies: perspectives from the ‘global south’

Amanda Hlengwa, Kibashini Naidoo

1-3
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Peer-reviewed articles

The use of Māori and Pasifika knowledge within the everyday practice of commensality to enrich the learning experience

Nan Catherine O'Sullivan, David Hakaraia

4-17
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When art informs: challenging stereotypes in a multicultural educational setting in Botswana

Donlisha Moahi, Elmarie Costandius

18-36
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Integrating inquiry-based learning into the Academic Literacy course to enhance student learning

Nomakhaya Fidelia Mashiyi

37-52
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A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university

Carina van Rooyen, Ingrid Estha Marais

53-70
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Social responsibility and higher education: just a market target or a real educational challenge? An answer from the trenches

Maite Ines Jiménez, Gladys Antonia Jiménez; Carmen Márquez; Carolina Astudillo, Loreto Morales, Lorena González, Jonathan Hermosilla

71-89
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Book reviews

Kerfoot, C & Hyltenstam, K (eds.). 2017. Entangled discourses: South-North orders of visibility. Oxon: Routledge.

Catherine Manathunga

90-91
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Bangeni, B & Kapp, R. (eds.). 2017. Negotiating Learning and Identity in Higher education: Access, Persistence and Retention. London & New York: Bloomsbury.

Peter Looker

92-94
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