Announcements

We accept submissions on an ongoing basis. Please consult our Submission Guidelines for details regarding the range of articles we accept.

  • Call for Special Issue: The contribution of HE third space professionals to educational practice and pedagogy

    18-03-2024

    We are inviting submissions to the JLDHE Special Issue on Third Space in HE, dedicated to exploring the contribution of HE third space professionals to educational practice and pedagogy. This issue aims to bring together a collection of thought-provoking articles that delve into the complexities and intricacies of third space, providing insights that can inform practice and advance teaching and learning in higher education.

    Closing date for submissions:   31 March 2024 

    Expected publication date:            Autumn 2024

    Make a new submission to the Special Issue: Third Space section.

    Please follow the JLDHE Submission Preparation Checklist and the JLDHE Style Guide when preparing your manuscript and clarify submission type (research paper, case study, opinion piece, brief communication, book review) in your note to editor.

    You may contact Kelly-Louise Preece at K.Preece@exeter.ac.uk or Tom Lowe at Tom.Lowe@port.ac.uk if you have any questions about the themes or formats for submission.

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  • Special Issue: Liberating Learning - call now closed

    17-01-2024

    This call for submissions has now been closed. The issue will be released in Winter 2024-25.     

     

    The special issue will include the following themes:

    1. Rekindling a joy of learning: For example, you might explore the historical and potential value of learning for its own sake; investigate the role of joy in higher education in the context of student mental health and wellbeing; or consider pedagogical practices that foster innovation for a joyful learning and teaching experience.
    2. Decentring grades: For example, you might address the resistance and barriers to moving beyond traditional grading systems; share scalable solutions from individual classes to entire institutions; or debate the necessity of a grading revolution versus gradual change.
    3. Caring and compassionate pedagogies: For example, you might assess the emphasis on content versus a compassionate and caring pedagogical approach; evaluate current efforts in integrating care and compassion in learning designs, teaching, and assessments; or identify potential pitfalls and further actions that could be taken to promote a more humane education system.
    4. Myth-busting the modern academy: For example, you might challenge conventional arguments that resist change in academia; discuss whether traditional pedagogies favour economies of scale over quality education; or consider real-world examples of how structures either impede or foster innovation and transformation in higher education.
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