The following is an alphabetical listing of research publications by LDG members.

 

  • Abdulatief, S., Kapp, R., Bangeni, B. & Ramafikeng, M. 2016. “Reimagining academic literacy”. 4thSAERA International Conference. 23 -26 October. Cape Town.
  • Adams, S. & Savahl, S. (2015). Children’s perceptions of the natural environment: A South African perspective. Children’s Geographies, 13(2), 196-211.
  • Adams, S. & Savahl, S. (2017). Nature as children's space: A systematic review. The Journal of Environmental Education, 48,5, 291-321, 
  • Adams, S. & Savahl, S. (202). A social justice perspective on children's well-being: Considerations for children’s rights in the context of COVID-19. In G. Tonon, Social Justice for Children in the South (pp. 61 – 82). Springer. https://doi.org/10.1007/978-981-19-5045-2
  • Adams, S. & Savahl, S. (2022). Negotiating safe spaces: Children’s discursive constructions of safety and vulnerability in a context of violence. In D. Benatuil, M. Lau, and H. Tiliouine, Handbook of children’s risk, vulnerability, and quality of life (pp. 101 – 117). Springer. https://doi.org/10.1007/978-3-031-01783-4_4
  • Adams, S., & Savahl, S. (2016). Children’s discourses of natural spaces: Consideration for children’s subjective well-being. Child Indicators Research, 10, 423–446. http://doi.10.1007/s12187-016-9374-2   
  • Adams, S., & Savahl, S. (2018). Children’s recreational engagement with nature in South Africa: Implications for children’s subjective well-being.  In L.RR. de la Vega and W.N. Toscano (Eds), Handbook of Leisure, Physical Activity, Sports, Recreation and Quality of Life. Dordrecht: Springer.
  • Adams, S., & Savahl, S. & Fattore, T. (2017). Children’s representations of nature using photovoice and community mapping: Perspectives from South Africa. International Journal of Qualitative Studies on Health and Well-Being. https://doi.10.1080/17482631.2017.1333900
  • Adams, S., Carels, C.Z., Isaacs, S., Brown, Q., Malinga, M., Monageng, B., Zozulya, M. (2014). Alcohol consumption and risky sexual behaviour amongst young adults in a low-income community in Cape Town. Journal of Substance Use, 19, (1-2), 118-124).
  • Adams, S., Isaacs, S. & Carels, C. (2014). Alcohol dependence amongst young adults in an impoverished community in Cape Town: A descriptive study. Social Behaviour and Personality, 41 (6), 971-980.
  • Adams, S., Savahl, S., & Casas, F. (2016). The relationship between children’s perceptions of the natural environment and their subjective well-being. Children’s Geographies, 14(6), 641-655, http://doi.10.1080/14733285.2016.115751
  • Adams, S., Savahl, S., Florence, M. (2019). Considering the natural environment in the creation of Child-Friendly: Implications for Children’s Subjective Well-Being. Child Indicators Research. https://doi.10.1007/s12187-018-9531-x
  • Adams, S., Savahl, S., Florence, M., Manuel, D., Mpilo, M., & Isobell, D. (2020). Training Emerging Researchers in Constrained Contexts: Conducting Quality of Life Research with Children in South Africa (pp. 277-300). In G. Tonon, Teaching Quality of Life in Different Domains. Dordrecht: Springer.
  • Ahn, A., Brown, J., Coles, A., le Roux, K., Mellone, M., Ng, O-L, Solares, A. (2021). Researching curriculum innovation in complex, changing, uncertain times. In M. Inprasith, N. Chanksri, & Boonsera, N. (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education(Vol.1, p.93). PME.
  • Allie, S., Armien, M. N., Burgoyne, N., Case, J.M., Collier-Reed, B.I., Craig, T. S., Deacon, A., Fraser, D.M., Geyer, Z., Jacobs, C., Jawitz, J., Kloot, B., Kotta, L., Langdon, G., le Roux, K., Marshall, D., Mogashana, D., Shaw, C., Sheridan, G., Wolmarans, N. (2009). Learning as acquiring a discursive identity through participation in a community: Improving student learning in engineering education. European Journal of Engineering Education, 34, 359-367.
  • Andersson, A. & le Roux, K. (2019). Ethical Guiding Questions for Research Writing in Political South/North Collaborations. 12th Annual Southern African-Nordic Centre (SANORD) 2019 Conference, University of Botswana, Botswana
  • Andersson, A., & le Roux, K. (2015). Researchers and researched as Other within the socio-p/Political turn. In S. Mukhopadhyay, & B. Greer (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (Vol.2, pp. 255-269). Portland, Oregon: MES8.  
  • Andersson, A., & le Roux, K. (2017). Towards an ethical attitude in mathematics education research writing. Journal of Urban Mathematics Education, 10(1), 74-94.
  • Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse. 5, 1.106 – 116.
  • Archer, A. 2014. Multimodal designs for learning in contexts of diversity. Designs for Learning. 7, 2. 8-26.
  • Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education. 28, 3. 1123 – 1131.
  • Archer, A. 2014. Power, social justice and multimodal pedagogies. C. Jewitt (ed.) 2nd edition. The Routledge Handbook of Multimodal Analysis. London: Routledge. 189 – 197.
  • Archer, A. 2016. Multimodal academic argument: ways of organizing knowledge across writing and image. A. Archer and E. Breuer (eds.) Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. 93 – 113. ISBN9789004312050
  • Archer, A. 2017. Using multimodal pedagogies in writing centres to improve student writing. Stellenbosch Papers in Linguistics Plus. 53, 1 – 12.
  • Archer, A. 2018. Academic voice re-imag(in)ed: Interest and design in artwork and three-dimensional artefacts. Multimodal Communication. 7, 1. 
  • Archer, A. 2019. Recognition of diverse students’ experiential and multimodal resources for access. Punctum. International Journal of Semiotics. 5. 1. 10 – 23.
  • Archer, A. 2020. Multimodality and writing: academic voice across modes. A. Aebi, S. Göldi, M. Weder (eds.) Writing - Image - Sound. Insights into the theory and practice of the multimodality of writing. HEP-Bildungsverlag. 27 – 41. 978-3-0355-1615-9.
  • Archer, A. 2022. A multimodal approach to English for academic purposes in contexts of diversity. World Englishes. Special edition: ‘World Englishes and English for Specific Purposes’. 41, 4. 545 – 553.
  • Archer, A. 2022. Recognition of students’ resources in digital environments. M.G. Sindoni and I. Moschini (eds) Multimodal literacies across digital learning contexts. Routledge Studies in Multimodality. 152 – 165. London: Routledge. ISBN 9780367681043.
  • Archer, A. and Björkvall, A. 2018. The ‘semiotics of value’ in upcycling. In S. Zhao, A. Björkvall, M. Boeriis and E. Djonov (eds.) Advancing Multimodal and Critical Discourse Studies: Interdisciplinary Research Inspired by Theo Van Leeuwen’s Social Semiotics. London and New York: Routledge. 165 – 180. ISBN9781138697638. DOI:10.4324/9781315521015-11
  • Archer, A. and Björkvall, A. 2019. Material sign-making in diverse contexts: upcycled artefacts as refracting global / local discourses. A. Sherris and E. Adami (eds) Making signs, translanguaging ethnographies: Exploring urban, rural and educational spaces. Clevedon: Multilingual Matters. 45-63. ISBN: 9781788921909. 10.21832/9781788921923-007 
  • Archer, A. and Björkvall, A. 2021. Discourses in an around upcycled artefacts: a social semiotic perspective. K. Sung, J. Singh, B. Bridgens (eds.) State-of-the-Art Upcycling Research and Practice. Lecture Notes in Production Engineering. Springer, Cham. 29 – 32. ISBN 978-3-030-72639-3.
  • Archer, A. and Breuer, E. (eds.) 2015. Multimodality in Writing. The state of the art in theory, methodology and pedagogy. G. Rijlaarsdam and T. Olive (Series Eds) Studies in Writing Vol.30, Leiden: Brill. ISBN9789004296572
  • Archer, A. and Breuer, E. (eds.) 2016. Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. ISBN9789004312050.
  • Archer, A. and Breuer, E. 2015. Methodological and pedagogical approaches to multimodality in writing. In G. Rijlaarsdam and T. Olive (Series Eds.) A. Archer & E. Breuer (Vol. Eds.), Studies in Writing, Vol. 30, Multimodality in Writing. The state of the art in theory, methodology and pedagogy. Leiden: Brill. 1 – 16.
  • Archer, A. and Breuer, E. 2016. A multimodal response to changing communication landscapes in Higher Education. A. Archer and E. Breuer (eds.) Multimodality in Higher Education. G. Rijlaarsdam and T. Olive (Series Eds.), Studies in Writing, Vol. 33, Leiden: Brill. 1 – 17. ISBN9789004312050.
  • Archer, A. and Newfield, D. (eds.) 2014. Multimodal approaches to research and pedagogy: Recognition, resources and access. London and New York: Routledge. ISBN 978-0-415-71673-4. https://doi.org/10.4324/9781315879475 
  • 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: Recognition, resources and access. Oxon and New York: Routledge. 1 – 18. ISBN 978-0-415-71673-4
  • Archer, A. and Noakes, T. 2020. Multimodal academic argument in data visualization. H. Kennedy and M. Engebretsen (eds). Data visualization in society. The relationships between graphs, charts, maps and meanings, feelings, engagements. Amsterdam: Amsterdam University Press. 239 – 256. ISBN 9789463722902. https://doi.org/10.5117/9789463722902
  • Archer, A. and Noakes, T. 2022. Design principles for developing critique and academic argument in a blended-learning data visualization course. In T. Jaffer, S. Govender, L. Czerniewicz (Eds.) Learning Design Voices. https://doi.org/10.25375/uct.20029130
  • Archer, A. and Parker, S. 2016. Transitional and transformational spaces: mentoring young academics through Writing Centres. Education as Change. 20, 1. 170 – 185.
  • Archer, A. and Price, C. 2021. Assessment, recognition and the contact zone: how much is ‘enough’? Education as Change. 25.
  • Archer, A. and Westberg, G. 2020. Establishing authenticity and commodifying difference: a social semiotic analysis of Sami jeans. Visual Communication. 21, 2.195–217
  • Arend, M. (2005). “Disorder of Discourses: Insider and Outsider Literacy practices in a police station on the Cape Flats, South Africa” in Urban Literacy: Communication, Identity and Learning in Development Contexts. A. Rogers (Ed). Hamburg: UNESCO.
  • Arend, M. (2013). ‘It was hardly about writing’: Translations of experience on entering postgraduate studies in Risk in Academic Writing: Postgraduate Students, their teachers and the Making of Knowledge, pp.219-233. L. Thesen and L. Cooper (Eds). Bristol: Multilingual Matters.
  • Arend, M. (2015). “Taming tensions: Police docket production and the creation of trans- contextual stability in South Africa’s criminal justice system”, pp. 1-16 in Social Semiotics,16, Vol. 25, No. 4, Routledge, Taylor & Francis Group.
  • Arend, M., Hunma, A., Hutchings, C., & Nomdo, G. (2017). The messiness of meaning making: Examining the affordances of the digital space as a mentoring and tutoring space for the acquisition of academic literacy. Journal of Student Affairs in Africa5(2), 89-111. DOI: 10.24085/jsaa.v5i.2704.
  • Arend, M., Nomdo, G. & Hunma. A. 2022. Reflecting on the online teaching space as a ‘boundary object’ in pandemic times: Making the invisible visible in an academic literacy course. In Govender, R & Jacobs, A.H.M (Eds.), Critical Reflections on Professional Learning During Covid-19: Context, Practice and Change. Durban: HELTASA, pp.185-205. doi.org/10.51415/DUT.48
  • Armien, M.N, & le Roux, K. (2010). Student perspectives on group work in support of the learning of mathematics at high school and at a university of technology. Special Issue of the African Journal of Research in Mathematics, Science and Technology Education: Tertiary engineering and science education - Conceptualising learning through the lens of discourse and identity, 14(2), 42-55.  
  • Baker, S., Bangeni, B., Burke, R. & Hunma, A. (2019). The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study. Higher Education Research & Development, 38:1, 142-156, DOI: 10.1080/07294360.2018.1540554
  • Baker, S., Bangeni, B., Burke, R. & Hunma, A. 2019. “The invisibility of academic reading as social practice and its implications for equity in higher education: a scoping study”. Higher Education Research and Development, Vol. 38 (1): 142-156
  • Bangeni, B & Greenbaum, L. 2019.  ‘ECP students’ views of their literacy practices: implications for support on the LLB in a time of change’. Reading and Writing journal.
  • Bangeni, B; Cliff, A. & Sithaldeen, R. 2018. Closing panel discussion on insights, gaps implications for policy – Teaching and Learning Conference, 2018. University of Cape Town.
  • Bangeni, B.  2013.An exploration of the impact of students’ prior genre knowledge on their constructions of ‘audience’ in a Marketing course at a postgraduate level’. English for Specific Purposes 32(1): 248-257
  • Bangeni, B.  2017. ‘A Longitudinal Account of the Factors Shaping the Degree Paths of Black Students’. In Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.
  • Bangeni, B. & Greenbaum, L. 2012. ‘The acquisition of legal writing skills by first-year Law students’. Paper presented at the Teaching and Learning Conference, University of Cape Town.
  • Bangeni, B. & Greenbaum, L. 2013. An analysis of the textual practices of undergraduate and postgraduate novice writers in Law. Per Linguam 29(2): 72-84.
  • Bangeni, B. & Kapp, R.  2017. “Negotiating learning and identity: a longitudinal perspective on student transitions to and within university”. Keynote presented at the Cape Peninsula University of Technology entitled Responsive and inclusive curricula and pedagogic practice in ECP: Understanding transitions to and within university. 30 August 2017.
  • Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.
  • Bangeni, B. & Kapp, R. 2004. ‘Why can’t I write about the Dalai Lama without being penalized?’: literacies in transition (edited version).  In Coetzee, A. (ed).  Identity and Creativity in Language Education. Proceedings of the 21st World Federation of Modern Language Associations conference. Rand Afrikaans University, Johannesburg 2-5 July 2003. ISBN: 0-620-31884-8
  • Bangeni, B. & Kapp, R. 2005. Identities in transition: Shifting Conceptions of Home among “Black” South African University Students. African Studies Review, Vol. 8 (3):1-19. ISSN: 0002-0206. [equal authorship].
  • Bangeni, B. & Kapp, R. 2006. ‘I want to write about the Dalai Lama without being penalized’: Literacies in transition. (complete version). In Thesen, L & van Pletzen, E. (eds.) Academic Literacy and the Languages of Change. UK: Continuum Publishers. pp 67-83. ISBN: 0-8264-8775-0.
  • Bangeni, B. & Kapp, R. 2007. Shifting language attitudes in a linguistically diverse learning environment. Journal of Multilingual & Multicultural Development. Vol. 28 (4): 253 -269. ISSN: 0143-4632. [equal authorship].
  • Bangeni, B. & Kapp, R. 2011.  “An exploration of the impact of undergraduate constructions of ‘audience’ on the acquisition of discipline-specific literacy practices in Marketing at a postgraduate level”. Paper presented by Bongi Bangeni at the annual British Association of Lecturers in English for Academic Purposes (BALEAP) conference in Portsmouth, London. 10-12 April 2011.
  • Bangeni, B. & Pym, J. 2017. ‘The Role of Religion in Mediating the Transition to Higher Education’. In Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.
  • Bangeni, B. 2009. Negotiating between past and present discourse values in a postgraduate law course: implications for writing.  Southern African Linguistics and Applied Language Studies 27(1): 81–92. ISSN: 1607-3614.
  • Bangeni, B. 2013. “Reading the legal case and the race-based admissions policy at the University of Cape Town’s Law School: Perspectives from the ‘born free’ generation”. Talk given as part of the W.E.B. Du Bois Institute’s Fall 2013 Colloquium Series, Harvard University, 23 October 2013.
  • Bangeni, B. 2013. Negotiating theoretical and personal perspectives on Race: Black South African students’ responses to race in a first-year course at UCT”. Presented as part of the Symposium on Racial identity in Higher Education, Department of African and African American Studies, Harvard University, 15 November 2013.
  • Bangeni, B. 2014. “The transitional experiences of lower postgraduate students at a South African university: implications for epistemological access”. Academic Literacies Regional Colloquium. 14 November. Cape Peninsula University of Technology.
  • Bangeni, B. 2019. ‘The State of the South African academy: Issues of race, class and gender in the academy’. Keynote panel at the SSRC-Mellon Mays Graduate Initiatives Programme conference, Upper Eastside Hilton Hotel, 31 January 2019.
  • Bangeni, B. 2021. “Introducing Multilingual Pedagogies to Improve Student Success”. Presented at the Colloquium on the New Language Policy Framework, Vice Chancellors’ Series. 29 September 2021. Virtual colloquium.
  • Bangeni, B. 2022. "Reading as ‘talking back’: Reflecting on black students’ reading practices at the University of Cape Town". Invited speaker at the South African Association for Academic Literacy Practitioners’ (SAAALP) Speaker Series. 16 May 2022.
  • Bangeni, B. 2022. Closing remarks at the Centring African Languages to Decolonise Curricula (CALDC) Symposium entitled “Reflecting in African Languages” on the 29 March 2022. I chaired this symposium which comprised two presentations by Prof Elelwani Ramugondo and Mr Siwe Toto from the Health Sciences. The symposium is one of our UCDP deliverables for 2022.
  • Bangeni, B. 2022. Panel presentation on Providing input on Institutional Language Policy Revision. DUT Language Policy Symposium. Durban, Ballito. 17th and 18th February 2022.
  • Bangeni, B. Reading (in) the Law faculty: A critical appraisal of the impact of language on English additional language first-year LLB students’ cognitive reading strategies at a South African historically white institution. Submitted as part of a Special Issue on Language in Higher Education, Language and Communicationjournal.
  • Bangeni, B., Burke, R., Baker, S. & Hunma, A. 2019. Academic reading as social practice: Implications for equity in Higher Education. Paper presented by Bongi Bangeni and Rachel Burke at the Australian Association for Research in Education (AARE) conference in Brisbane, Australia. 5December 2019.
  • Bangeni, B.; Bangeni, N. & Rudwick, S. 2023. ‘Begging for “authenticity”: Language, class and race politics in South Africa’. In Antia, B. & Makoni, S. (Eds). Southernizing Sociolinguistics. Routledge. Pp169-185. eBook ISBN: 9781003219590.
  • Bennie, K. (2005). Developing teachers, developing as a teacher: A story about a story. Pythagoras, 62, 23-30.
  • Bennie, K. (2005). The MATH taxonomy as a tool for analysing course material in mathematics:  A study of its usefulness and its potential as a tool for curriculum development.  African Journal of Research in Mathematics, Science and Technology Education, 9(2), 81-95.
  • Berger, M., Brodie, K., Frith, V., le Roux, K. (Eds.), (2013). Proceedings of the Seventh International Mathematics Education and Society Conference. Cape Town: MES7.
  • Björkvall, A. and Archer, A. 2022. Semiotics of destruction: Traces on the environment. Visual Communication. 21, 2. 218 – 236.
  • Blackie, M., le Roux, K., & McKenna, S. (2016). Possible futures for science and engineering education. Higher Education (Special Issue), 71(4), 755-766.
  • Bozalek, V., & Hunma, A. (2021). Scholarship in Extended Curriculum Programmes. Education as Change25.
  • Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds) Multimodal approaches to research and pedagogy: Recognition, resources and access. Oxon and New York: Routledge. 57 – 70. ISBN 978-0-415-71673-4
  • Brown, C., Haupt, G., & Hunma, A. (2018). Mainstreaming Mobile Teaching Innovation In a Resource-Constrained Context: Changing Access, Shifting Practice. In Mobile Learning and Higher Education (pp. 114-125). Routledge.
  • Brown, J., Coles, A., Helliwell, T., le Roux, K., Mellone, M., Ng, O-L., Solares, A. (2020). Innovating the mathematics curriculum in times of change: Towards local and global relevance? Working Group accepted for the 44th Conference of the International Group of the Psychology of Mathematics Education, Kohn Kaen, Thailand, 21-25 July, 2020 (to be held virtually).
  • Carels, C., Florence, M., Adams, S., Sinclair, D., & Savahl, S. (2022). Youths’ Perceptions of The Relation Between Alcohol Consumption And Risky Sexual Behaviour in the Western Cape, South Africa: A Qualitative Study. Child Indicators Research. https://doi.org/10.1007/s12187-022-09913-9, 15, 1269–1293
  • Coles, A., le Roux, K., & Solares, A. (2022). Towards a socio-ecological perspective of mathematics education. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 2, pp. 171-178). PME
  • Collier-Reed, B., le Roux, K., Rollnick, M. (Eds.), (2010). Tertiary engineering and science education - Conceptualising learning through the lens of discourse and identity. Special Issue of the African Journal of Research in Mathematics, Science and Technology Education, 14(2).
  • De Freitas, E., Sinclair, N., le Roux, K., Solares, A., Coles, A., & Ng, O.-L. (2022). New spatial imaginaries for international curriculum projects: Creative diagrams, mapping experiments, and critical cartography. Special Issue of Qualitative Inquiry: Posthuman creativity, 28(5), 507–521. https://doi.org/10.1177/10778004211068201
  • Florence, M., Adams, S., Mpilo, M., Delport, A., Pienaar, M., Sinclair, D. & Savahl, S. (2020). Preliminary structural validation of the Afrikaans version of the Children’s Hope Scale. Journal of Psychology in Africa, 30(2), 162-165, http://doi.10.1080/14330237.2020.1746568
  • Frith, V., le Roux, K., Lloyd, P., Jaftha, J., Mhakure, D., & Rughubar-Reddy, S. (2010). Tensions between context and content in a quantitative literacy course at university. In U. Gellert, E. Jablonka & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (pp.230-240). Berlin: Freie Universität Berlin.
  • Gabriels, S., Muna, N. and le Roux, K., 2022. The Affordances of Visual Modes in Pedagogy on the Physics of Motion in Physiotherapy Education. In Biomedical Visualisation (pp. 87-109). Springer, Cham.
  • Gabriels, S., Muna, N., & le Roux, K. (2022). The affordances of visual modes in pedagogy on the physics of motion in physiotherapy education. In L. Shapiro & P.M. Rea (Eds.), Biomedical visualisation: The importance of context in image-making (pp.87-109). Springer. https://doi.org/10.1007/978-3-031-10889-1_4
  • Grant, T. and Archer, A. 2019. Multimodal mapping: using mind maps to negotiate emerging professional communication practices and identity. South African Journal of Higher Education. 33, 1. 74 – 91.
  • Hoosen, P., Adams, S., Tiliouine, H., & Savahl, S. (2022). Youth and Adolescents’ Perceptions of Violence in Post-Apartheid South Africa: A Systematic Review of the Literature. Child Indicators Research, 15, 885–911.https://doi.org/10.1007/s12187-021-09890-5
  • Huang, C-W. and Archer, A. 2017. Academic literacies as moving beyond writing: investigating multimodal approaches to academic argument. London Review of Education.15, 1. 63 – 72.
  • Huang, C-W. and Archer, A. 2017. Training Writing Centre tutors for argument in a digital age. In S. Clarence and L. Dison (eds.) Writing Centres in Higher Education: Working In and Across the Disciplines.Stellenbosch: Sun Media. 81 – 96. ISBN 9781928357544.
  • Huang, C. and Archer, A. 2014. Fluidity of modal logics in the translation of manga: the case of Kishimoto’s Naruto. Visual Communication. 13, 4. 471 – 486.
  • Hunma, A. (2012). The exploration of a performative space to nurture EAL international students' writer identities at a South African university.
  • Hunma, A. (2016). Reclaiming the Authorial Self in Academic Writing through Image Theatre. In Multimodality in Higher Education (pp. 167-191). Brill.
  • Hunma, A. (2018). "Students make history every day just by sitting on these steps": Performative spaces and re-genring in the South. Education as Change22(1), 1-25. https://dx.doi.org/10.25159/1947-9417/706
  • Hunma, A., & Sibomana, E. (2013). Academic writing and research at an Afropolitan university: An international student perspective. Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, 100-128.
  • Hunma, A., Arend, M., & Nomdo, G. (2023). The social uses of the online chatroom as a boundary object for the acquisition of academic literacy in pandemic times . Perspectives in Education41(3), 4-22. https://doi.org/10.38140/pie.v41i3.6774
  • Hunma, A., Arend, M., Nomdo, G., Hutchings, C., & Samson, S. (2019). Revisiting writer identities in discomforting spaces: The envisioned self in writing. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa26(2), 89-116.
  • Hurst, E & Mona, M. 2017 Translanguaging' as a socially just pedagogy’ in Education as Change Vol 21. Pp-126-148. On-line version ISSN 1947-9417
  • Jewitt, C., Adami, E., Archer, A., Björkvall, A. and Lim Fei, V. 2021. Editorial. Multimodality and Society. 1,1. 3-7. https://doi.org/10.1177/2634979521992902
  • Kapp, R; Prince, R; Pym, J; Badenhorst, E; Bangeni, B; Craig, T., Janse van Rensburg, V; le Roux, K., Van Pletzen, E. (2014). ‘Out of order’: Negotiating working-class schooling and identity in post-Apartheid South Africa, Perspectives in Education, 32(3), 50-61
  • Kapp, R. & Bangeni, B. 2005. ‘I was just never exposed to this argument thing: using a genre approach to teach academic writing to ESL students in the Humanities’. In Herrington, A. & Moran, C. (eds.) Genre across the Curriculum. Utah: Utah State University Press. ISBN: 0-87421-600-1.
  • Kapp, R. & Bangeni, B. 2009. Positioning (in) the discipline: undergraduate students’ negotiations of disciplinary discourses. Teaching in Higher Education. Vol. 14 (6): 587 – 596. ISSN: 1356-2517 [equal authorship].
  • Kapp, R. & Bangeni, B. 2011. A longitudinal study of students’ negotiation of language, literacy and identity.Southern African Linguistics and Applied Language Studies, 29 (2): 197-208. [equal authorship].
  • Kapp, R. & Bangeni, B. 2017. ‘Humanities’ Students' negotiation of language, literacy and identity’. In Bangeni, B. & Kapp, R. (Eds.) 2017. Negotiating learning and identity: a longitudinal perspective on access, persistence and retention in higher education. UK: Bloomsbury Publishing.
  • Kapp, R. & Bangeni, B. 2017. “Negotiating learning and identity: a longitudinal perspective on student transitions”. Presented at the 2017 International Network of Education Institutes (INEI) annual conference. Graduate School of Business, Waterfront, Cape Town.13 November 2017.
  • Kapp, R. & Bangeni, B. 2020. Black working-class students’ negotiation of boundaries across time and space: A longitudinal analysis. Critical Studies in Teaching and Learning, (CriSTaL), Vol 8 (1):  81-95.  https://doi.org/10.14426/cristal.v8i1.233
  • Kapp, R. and Arend, M. (2011). ‘There’s a hippo on my stoep’: Constructions of English second language teaching and learners in the new National Senior Certificate, pp. 1-10 in Per Linguam 27 (1).
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  • Kapp, R.; Badenhorst, E.; Bangeni, B.; Craig, T.; Janse van Rensburg, V.; Le Roux, K.; Prince, R.; Pym, J.; & van Pletzen, E. 2014.  Successful students’ negotiation of township schooling in contemporary South Africa. Perspectives in Education. Vol 32 (3):
  • Kelly-Laubscher, R., Muna, N. & Van der Merwe, M. 2017. A laboratory report-writing intervention, which provides opportunities for genre acquisition and adoption of new literacy practices. English for Specific Purposes, 48:1-16.
  • Le Roux, K. (2008). A critical discourse analysis of a real-world problem in mathematics: Looking for signs of change. Language and Education, 22, 307-326.
  • Le Roux, K. (2008). Relevance and access in undergraduate mathematics: Using discourse analysis to study mathematics texts. In J. F. Matos, P. Valero, & K. Yasukawa (Eds.), Proceedings of the Fifth International Mathematics Education and Society Conference (pp. 340-351). Centro de Investigação em Educação, Universidade de Liboa and the Department of Education, Learning and Philosophy, Aalborg University.
  • Le Roux, K. (2009). Flu viruses, a lucky community and cosine graphs:  The possibilities opened up by the use of a socio-political perspective to study learning in an undergraduate access course in mathematics. African Journal of Research in Mathematics, Science and Technology Education. 13, 44-63.
  • Le Roux, K. (2010). “I was thinking the wrong thing” / “I was looking in a particular way”: In search of analytic tools for studying mathematical action from a socio-political perspective. In U. Gellert, E. Jablonka & C. Morgan (Eds.), Proceedings of the Sixth International Mathematics Education and Society Conference (pp.307-318). Berlin: Freie Universität Berlin.
  • Le Roux, K. (2012). “You see that?”: Using critical discourse analysis to view school mathematics texts. Presentation at the Wits Maths Connect Secondary Project Symposium: “Doing mathematics discourse research and translating it into constructive feedback to the teacher”.
  • Le Roux, K. (2012). A socio-political perspective of mathematical practice as a theoretical lens for viewing innovative foundational mathematics practice. Discussant presentation at the HELTASA Foundation Programme Colloquium, University of Pretoria.
  • Le Roux, K. (2013). “I just make sure that I go for it”: A mathematics student’s transition to and through university. In Berger, M., Brodie, K., Frith, V., Le Roux, K. (Eds.), Proceedings of the Seventh International Mathematics Education and Society Conference (pp.360-369). Cape Town: MES7.
  • Le Roux, K. (2014). Explaining mathematical meaning in “practical terms” and access to advanced mathematics.  In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 4, pp. 65-72). Vancouver, Canada: PME.
  • Le Roux, K. (2014). Unsettling “educational disadvantage”: Opening and closing possibilities for being a science student at a university in South Africa.  Colloquium presented at the W.E.B du Bois Research Institute, Harvard University. 
  • Le Roux, K. (2016). Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university. Critical Studies in Teaching and Learning (CriSTaL), 4(2), 45-67.
  • 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). Routledge.
  • Le Roux, K. (2017). “Closing the gap”: Three mathematics students talk about their transitions to and through their undergraduate degrees in the sciences. In B. Bangeni and R. Kapp (Eds.), Negotiating learning and identity in Higher Education: A longitudinal perspective on access, persistence and retention in higher education (pp. 31-60). Bloomsbury. http://dx.doi.org/10.5040/9781350000223.0009
  • Le Roux, K. (2017). Being a science student at a South African university: How students work with and are worked by discourses of the self and other. Presentation to the Faculty of Education and Society, Malmö University, Sweden.
  • Le Roux, K. (2017). Moving up or down the ladder: University mathematics students talk about progress. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol.2, pp. 665-675). Volos, Greece: MES9.
  • 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). Routledge.
  • Le Roux, K. (2018). Social semiotics to understand/support teachers’ multimodal language use for learning in science and mathematics: A case of Engineering Dynamics. Presentation to the Faculty of Education and Society, Malmö University, Sweden.
  • Le Roux, K. (2019). An Africa-centred knowledges approach to theory use in research about mathematics education and society. In Subramanian, J. (Ed.), Proceedings of the Tenth International Mathematics Education and Society Conference. Hyderabad, India: MES10.
  • Le Roux, K. (2019). Language ideologies for understanding language for school mathematics: A response to Trinick. In Subramanian, J. (Ed.), Proceedings of the Tenth International Mathematics Education and Society Conference. Hyderabad, India: MES10.
  • Le Roux, K. (2019). Navigating the discursive tensions of the public university: The case of a South African student. Teaching in Higher Education. 24(2), 231-247. https://doi.org/10.1080/13562517.2018.1485644
  • Le Roux, K. (2021). A Southern perspective on sociopolitical mathematics education research in the new climatic regime. 14th International Congress on Mathematical Education. Shanghai, 11th ‒18th July 2021.
  • Le Roux, K. (2022). Knowledge-making about languages and literacies in mathematics education: Thinking from the relational, geo-political South. Mathematics in Indigenous and Migrational Contexts Conference, 8 to 10 November, 2022. Alta, Norway.
  • Le Roux, K. & Adler, J. (2012). Talking and looking structurally and operationally as ways of acting in a socio-political mathematical practice. In Tso, Tai-yih (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 3 (pp. 51-58). Taipei: PME.
  • Le Roux, K., & Adler, J. (2016). A critical discourse analysis of practical problems in a foundation mathematics course at a South African university. Educational Studies in Mathematics, 91, 227-246. https://doi.org/10.1007/s10649-015-9656-5
  • Le Roux, K., & Kloot, B. (2016). Understanding language use in engineering dynamics: Using thematic analysis to investigate concepts in a dynamics course at a South African university. 8th International Conference on Multimodality (8ICOM). Cape Town, South Africa.  
  • Le Roux, K., & Kloot, B. (2018). A social semiotic perspective on multimodal language practices for teaching Coriolis acceleration in engineering dynamics. 9th International Conference on Multimodality. Odense, Denmark.
  • Le Roux, K., & Kloot, B. (2019). Multimodal representations for teaching problem solving in engineering dynamics: The case of a lecturer at a South African university. Proceedings of the Eighth Research in Engineering Education Symposium (pp. 693-702). Cape Town, South Africa.
  • Le Roux, K., & Rughubar-Reddy, S. (2021). The potential of an Africa-centred approach to theory-use in Critical Mathematics Education. In A. Andersson & R. Barwell (Eds.), Applying critical mathematics education (pp.100-122). Brill. https://doi.org/10.1163/9789004465800_005
  • Le Roux, K., & Swanson, D. (2021). (Re)Imagining spatialities for equity in mathematics education. In D. Kollosche (Ed.), Proceedings of the Eleventh International Mathematics Education and Society Conference (Vol. 2, pp. 603-612). Doi: Tredition. https://zenodo.org/record/5415154#.YVnqXZpBztQ. https://zivahub.uct.ac.za/articles/presentation/_Re_Imagining_Spatialities_for_Equity_in_Mathematics_Education_MES11/16578590/1
  • Le Roux, K., & Swanson, D. (2021). Toward a reflexive mathematics education within local and global relations: Thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality.  Special Issue of Research in Mathematics Education: Mathematics for ‘citizenship’ and its ‘other’ in a ‘global’ world: Critical issues on mathematics education, globalization and local practices. 23(3), 323-337. https://doi.org/0.1080/14794802.2021.1993978
  • Le Roux, K., and Kloot, B. (2020). Pedagogy for modelling problem solving in engineering dynamics: A social semiotic analysis of a lecturer’s multimodal language use. European Journal of Engineering Education, 45(4), 631-652. https://doi.org/10.1080/03043797.2019.1657068
  • Le Roux, K., Andersson, A., Darragh, L., Subramanian, J., & Valoyes-Chávez, L. (2019). Language diversity as a resource for knowledge about mathematics education and society. In Subramanian, J. (Ed.), Proceedings of the Tenth International Mathematics Education and Society Conference. Hyderabad, India: MES10.
  • Le Roux, K., Bangeni, B., & McKinney, C. (2021). Language policy for equity in university STEM education in postcolonial contexts: Conceptual tools for policy analysis and development. In A. A. Essien & A. Msimanga (Eds.), Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts (pp.195-213). Springer. https://doi.org/10.1007/978-3-030-72009-4_11
  • Le Roux, K., Brown, J., Coles, A., Helliwell, T., and Ng, O.-L. (2022). Editorial for a special issue of Research in Mathematics Education: Innovating the mathematics curriculum in precarious times. 24(2) ,117-127. doi: 10.1080/14794802.2022.2090422
  • Le Roux, K., Murugan, J., Marquard, S., and Adams, P. (2023, online). Undergraduate mathematics students’ reported use of learning resources towards accessing mathematics. African Journal of Research in Mathematics Science and Technology. https://doi.org/10.1080/18117295.2023.2180189 
  • 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).  Springer.
  • Le Roux, K., Ngoepe, M., Shaw, C., & Collier-Reed, B. I. (2023). Language and disciplinary literacies for accessing, learning and communicating meaning: students’ experiences of the transition from school to first-year undergraduate engineering. European Journal of Engineering Education, 47(6), 1144-1163. https://doi.org/10.1080/03043797.2022.2122406
  • Le Roux, K., Shaw, C., Ngoepe, M., Collier-Reed, B. (2016). An academic literacies perspective on language use in an introduction to engineering course at a South African university. Combined Conference of International Consortium for Educational Development (ICED) and Higher Education Teaching and Learning Association of Southern Africa (HELTASA). Cape Town, South Africa.   
  • Le Roux, K., Shock, J., & Osano, B. (2021). Topic-specific literacy in the school-undergraduate mathematics transition. In M. Inprasith, N. Chanksri, & Boonsera, N. (Eds.), Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol.1, p.176). PME.
  • Le Roux, K., Taylor, D.L., Kloot, B., & Allie, S. (2021). Research on higher education: A perspective on the relations between Higher Education Studies and Discipline-Based Education Research. Teaching in Higher Education. 26(1), 50-64. https://doi.org/10.1080/13562517.2019.1634538
  • Le Roux, K.; Bangeni, B. & McKinney, C. 2021. ‘Language Policy for equity in STEM higher education in multilingual South Africa. In Essien, A. & Msimanga, A. (Eds). Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts. SpringerLink. ISBN: 978-3-030-72009-4
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  • Mona, M. 2019. ‘Opening Up Academic Citizenship for Students from Previously Excluded Groups: The Case of a Foundation Course at the University of Cape Town’. In Hazama, I et al (Eds). In Citizenship in Motion: South African and Japanese scholars in conversation. Pp.317-342. Langaa RPCIG, 2019, https://doi.org/10.2307/j.ctvhn0d00.
  • Mona, M. Socio-cultural Relevancy and Inclusivity in Academic Development in an “Afropolitan” University: An analysis of DOH1009F at the University of Cape Town. Cape Town. University of Cape Town
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  • Ngoepe, M., le Roux, K., Shaw, C., & Collier-Reed, B. (2022). Conceptual tools to inform course design and teaching for ethical engineering engagement for diverse student populations. Science and Engineering Ethics28(2), 20 pages. https://doi.org/10.1007/s11948-022-00367-4
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  • Nomdo, G.J. 2011. The ‘Poor and the Rich’ in Luke-Acts: A Socio-cultural and ideological analysis of Luke’s Social Vision for the New Christian Community. SaarbrÜcken, Germany: LAP LAMBERT Academic Publishing.
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  • Shaw, C., & le Roux, K. (2016). A systems approach to the development of research capacity: A case study of a systems practice Masters programme. 60th Annual Conference and Meeting of the International Society for the Systems Sciences. Boulder, Colorado.
  • Shaw, C., & le Roux, K. (2016). From practitioner to researcher: Designing postgraduate learning opportunities for bridging the gap between business and academic discourse. Figuratively speaking: Association for Business Communication Regional Conference, 6 – 8 January, Cape Town, South Africa.
  • Shaw, C., & le Roux, K. (2017). From Practitioner to Researcher: Designing the Dissertation Process for Part Time Coursework Masters Students. Systemic Practice and Action Research, 30, 433–446. https://doi.org/10.1007/s11213-016-9402-7.
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  • Sinclair D.L, Sussman, S., Savahl, S., Florence, M., Adams, S., & Vanderplasschen, W. (2021). Substitute addictions in persons with substance use disorders: A scoping review. Substance Use & Misuse, 56(5), 683-696. http://doi.10.1080/10826084.2021.1892136  
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