Chapters in books

Archer, A. and Richards, R. 2011. Writing centres as alternate pedagogical spaces. In A. Archer and R. Richards (eds), Changing Spaces: Writing Centres and Access to Higher Education in South Africa, pp. 5-15. Stellenbosch, South Africa: Sun Press. ISBN 9781920338596.

Archer, A. 2012. Changing academic landscapes: principles and practices of teaching writing at the University of Cape Town. In C. Thaiss, G. Braeuer, P. Carlino, L. Ganobcsik-Williams and A. Sinha (eds), Writing Programs Worldwide: Profiles of Academic Writing in Many Places, pp. 353-364. South Carolina: The WAC Clearinghouse and Parlor Press. ISBN 9781602353435.

Archer, A. 2013. Voice as design: exploring academic voice in multimodal texts in higher education. In M. Bockand N. Pachler (eds), Multimodality and Social Semiosis, pp. 150-161. New York, USA: Routledge (Taylor & Francis Group). ISBN 9780415508148.

Archer, A. 2014. Power, social justice and multimodal pedagogies. In C. Jewitt (ed), The Routledge Handbook of Multimodal Analysis, pp. 189-197. 2nd edition. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415519748.

Archer, A. and Newfield, D. 2014. Challenges and opportunities of multimodal approaches to education in South Africa. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 1-16. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Archer, A. and Breuer, E.O. 2015. Methodological and pedagogical approaches to multimodality in writing. In A. Archer and E. Breuer (eds), Multimodality in Writing: The State of the Art in Theory, Methodology and Pedagogy, pp. 1-16. The Netherlands: Brill. ISBN 9789004296572.

Archer, A. and Breuer, E., 2016. A Multimodal Response to Changing Communication Landscapes in Higher Education. In Breuer, E. and Archer, A. (eds) Multimodality in higher education. Brill.

Archer, A. 2016. Multimodal academic argument. In Breuer, E. and Archer, A. (eds) Multimodality in higher education. Brill.

Archer A. 2017. Advancing multimodal and critical discourse studies. In Zhao, S., Djonov, E., Björkvall, A. and Boeriis, M. eds., Advancing Multimodal and Critical Discourse Studies: Interdisciplinary Research Inspired by Theo Van Leeuwen’s Social Semiotics. Routledge.

Archer, A. and Björkvall, A. 2017. The 'semiotics of value' in upcycling. In Zhao, S., Djonov, E., Björkvall, A. and Boeriis, M. eds., 2017. Advancing Multimodal and Critical Discourse Studies: Interdisciplinary Research Inspired by Theo Van Leeuwen’s Social Semiotics. Routledge.

Arend, M. 2013. 'It was hardly about writing': translations of experience on entering postgraduate studies. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 219-233. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 57-70. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Cooper, L.H. and Thesen, L.K. 2014. Retrieving the traces of knowledge-making while editing a book on postgraduate writing. In B. Cooper and R. Morrell (eds), Africa-Centred Knowledges: Crossing Fields and Worlds, pp. 178-190. Woodbridge, Surrey, UK: James Currey Publishers. ISBN 9781847010957.

Craig, T.S., 2017. Enabling Capabilities in an Engineering Extended Curriculum Programme. Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention, p.133.

Davidowitz, B. and Vokwana, N.Q. 2014. Developing an instrument to assess grade 12 teachers' TSPCK in organic chemistry. In H. Venkat, M. Rollnick, J. Loughranand and M. Askew (eds), Exploring Mathematics and Science Teachers' Knowledge:

Rollnick, M., Davidowitz, B. and Potgieter, M., 2017. Is Topic-Specific PCK Unique to Teachers?. In Cognitive and Affective Aspects in Science Education Research (pp. 69-85). Springer, Cham.

Fourie, C.J. 2013. Innovations in a financial accounting course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 58-82. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Friedman, S., Cilliers, F., Tekian, A. and Norcini, J. 2014. International faculty development partnerships. In Y. Steinert (ed), Faculty Development in the Health Professions: A Focus on Research and Practice, pp. 311-329. Dordrecht, The Netherlands: Springer. ISBN 9789400776111.

Hardman, J.C., Amory, A., Verenikina, I., Latukefu, L., Agherdien, N., Kizito, R., Mashiyi, N., Kelly-Laubscher, R.F., Gachago, D., Barnes, V. and Ivala, E. 2015. The case studies: CHAT in use. In V. Bozalek, D. Ngambi , D. Wood, J. Herrington, J. Hardman and A. Amory (eds), Activity Theory, Authentic Learning and Emerging Technologies Towards a Transformative Higher Education Pedagogy, pp.159-191. London: Routledge, Taylor and Francis Group, London and New York. ISBN 9781138778597.

Huang, C.H. and Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. In T.B. Williams and A.A. Zenger (eds), New Media Literacies and Participatory Popular Culture Across Borders, pp. 44-60. New York: Routledge, Taylor and Francis Group, New York & London. ISBN 9780415897686.

Huang, C.H. 2014. Teaching visual narratives using a social semiotic framework the case of Manga. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 71-90. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Huang, C.W. and Archer, A., 2017. Training writing centre tutors for argument in a digital age. Writing Centres in Higher Education Higher Education, p.81.

Hunma, A.B. and Sibomana, E. 2013. Academic writing and research at an Afropolitan university: an international student perspective. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 100-128. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Kapp, R., Badenhorst, E., Bangeni, B., Craig, T.S., van Rensburg, V.J., le Roux, K., Prince, R., Pym, J. and van Pletzen, E., 2017. Students’ Negotiation of Learning and Identity in Working-class Schooling. Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention, p.17.

Le Roux, K. 2017. “Eish, iyangbhayizisa (it’s confusing)”: A critical discourse analysis of what learners say and do in a research interview. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp. 100-119). Abingdon, UK: Routledge.

Le Roux, K. 2017. Poor mathematics performance is created in multiple places. In J. Adler & A. Sfard (Eds.), Research for Educational Change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp.159-168). Abingdon, UK: Routledge.

Le Roux, K., Mwakapenda, W., Pournara, C., Chitera, N., Pillay, V., & Tobais, B. 2016. Defining the problems of mathematics education, getting the description right and making it count: Jill Adler’s contribution and beyond. In M. Phakeng & S. Lerman (Eds.), Mathematics education in a context of inequity, poverty and language diversity: Giving direction and advancing the field (pp.89-110). Cham, Switzerland: Springer.

Low, T.C.C. 2013. Thinking out of the box in mathematics and statistics. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students. pp. 83-92. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Luyt, J. 2013. Theorising student support. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 149-159. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Luyt, J., Abrahams, M. and Stuart, S.W.R. 2013. Student support and wellbeing. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 160-183. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Ng’ambi, D., Bozalek, V., Gachago, D., Morkel, J., Ivala, E., Campbell, A., Simelane, S., Dimpe, D.M., Rambe, P. and Bere, A. 2015. The case studies: Emerging technologies. In V. Bozalek, D. Ngambi , D. Wood, J. Herrington, J. Hardman and A. Amory (eds), Activity Theory, Authentic Learning and Emerging Technologies Towards a Transformative Higher Education Pedagogy, pp. 211-233. London: Routledge, Taylor and Francis Group, London and New York. ISBN 9781138778597.

Nomdo, G. 2013. Collaborating by design: language embedded in an economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 100-122. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Genre: a pigeonhole or a pigeon? Case studies of the dilemmas posed by the writing of academic research proposals. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 148-165. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Paxton, M.I.J. 2013. Theorising the language and literacy vision. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 95-99. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Valuing linguistic diversity. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 137-146. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. and Frith, V. 2015. Transformative and normative? Implications for academic literacies research in quantitative disciplines. In T. Lillis, K. Harrington, M.R. Lea and S. Mitchell (eds), Working with Academic Literacies Case Studies Towards Transformative Practice, pp.155-162. USA: The WAC Clearinghouse and Parlor Press. ISBN 9781602357617.

Pym, J.M. 2013. Introducing the commerce education development unit and its work. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp.1-13. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Pym, J.M. 2013. Leadership that can make a difference. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 29-40. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Pym, J.M. 2013. Teaching can make a difference: why do we teach the way we do? In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 43-49. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Riley, M.M. 2013. Possibilities and challenges in faculty-based writing centre. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 123-136. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Rohleder, P. and Thesen, L.K. 2012. Interpreting drawings: reading the racialised politics of space. In B. Leibowitz, L. Swartz, V. Bozalek, R. Carolissen, L. Nicholls and P. Rohleder (eds), Community, Self and Identity Educating South African University Students for Citizenship, pp. 87-96. Cape Town, South Africa: HSRC Press. ISBN 9780796923981.

Scott, I.R. 2012. Access, success and curriculum: Aspects of their organic relationship. In R. Dhunpath, R and R. Vithal (eds), Alternative Access to Higher Education:  Underprepared Students or Underprepared Institutions? pp. 26-50. Pinelands, South Africa: Pearson Education Limited. ISBN 9781775784975.

Scott, I.R. 2012. Case study: curriculum structure as a key variable affecting performance in higher education: The case of South Africa. In L. McAlpine and  J. Huisman (eds), Strategic Curriculum Change:  Global Trends In Universities, pp. 192-205. Oxon, USA and Canada: Routledge (Taylor & Francis Group). ISBN 9780415809344.

Scott, I.R. 2013. Paving the way for systemic change: curriculum change for development and equity. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 14-25. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Scott, I.R. 2014. Inequality as the key obstacle to widening successful participation in South Africa. Why Higher Education is obliged to redress it. In N. Murray and C.M. Klinger (eds), Aspirations, Access and Attainment International Perspectives on Widening Participation and an Agenda for Change, pp. 54-66.  Abingdon, Oxon, UK: Routledge. ISBN 9780415828772.

Scott, I.R. and Luckett, K.M. 2013. Enhancement or transformation? The significance and dimensions of quality enhancement in higher education in South Africa. In R. Land and G. Gordon (eds), Enhancing Quality in Higher Education, pp. 165-176. Abingdon, Oxon, UK: Routledge. ISBN 9780415809245.

Skelly, L., Eidelman, J.L. and Underwood, P.G. 2012. Web 2.0 technology as a teaching tool. In J. Tramullas and P. Garrido (eds), Library Automation and OPAC 2.0: Information Access and Services in the 2.0 Landscape, pp. 187-205. Hershey, PA: Information Science Reference. ISBN 9781466619128.

Smith, L. 2013. Teaching approach to a first-year economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-generation Higher Education Students, pp. 50-57. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Stuart, S.W.R. and Abrahams, M. 2013. The living experience of student success. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 184-194. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Thesen, L.K. 2013. Risk as Productive: Working with Dilemmas in the Writing of Research. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 1-24. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Thesen, L.K. 2014. 'If they're not laughing, watch out!': emotion and risk in postgraduate writers' circles. In C. Aitchison and C. Guerin (eds), Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory, pp. 162-176. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415834742.

Thesen, L.K. 2015. “With writing, you are not expected to come from your home”: dilemmas of belonging. In T. Lillis, K. Harrington, M.R. Lea and S. Mitchell (eds), Working with Academic Literacies Case Studies Towards Transformative Practice, pp. 421-427. United States of America: The WAC Clearinghouse and Parlor Press. ISBN 9781602357617.

Thesen, L.K. and Chihota, C.M. 2013. Rehearsing 'the postgraduate condition' in writers' circles. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 131-147. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Windows into Teacher Thinking, pp. 178-194. Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415713870.