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CRISTAL vol.11 no.1 Cape Town 2023  Editorial | | | | | | · Editorial
Guzmán-Valenzuela, Carolina; Dison, Laura
| | | | | Articles | | | | | | · Problematising the South African Higher Education inequalities exposed during the Covid-19 pandemic: Students' perspectives
Knowles, Corinne; James, Abongile; Khoza, Lebogang; Mtwa, Zikhona; Roboji, Milisa; Shivambu, Matimu
| | | | | | · Towards understanding the influence of rurality on students' access to and participation in higher education
Agumba, Hellen; Simpson, Zach; Ndofirepi, Amasa
| | | | | | · Learning-centred assessment validation framework: A theoretical exploration
Ijiwade, Oluwaseun; Alonzo, Dennis
| | | | | | · Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global COVID-19 pandemic
Nichols, Pamela; Joffe, Avril; Pillay, Roshini; Tladi, Bontle
| | | | | | · Doctor who? Developing a translation device for exploring successful doctoral being and becoming
Clarence, Sherran; van Heerden, Martina
| | | | | | · Reimaging reflexivity through a critical theoretical framework: Autoethnographic narratives on becoming a (de)colonised researcher
Sims, Danica Anne
| | | | | Book reviews | | | | | | · Murris, K. 2022. Karen Barad as Educator: Agential Realism and Education
du Preez, Petro
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Todo el contenido de esta revista, excepto dónde está identificado, está bajo una Licencia Creative Commons
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