Other Publications
Peer reviewed articles
Clarence, S. 2018.
‘Towards inclusive participatory peer tutor development in higher education’.
Critical Studies in Teaching and Learning, 6(1): 58-74, 10.14426/cristal.v6i1.141.
Munje, P.N, Nanima, R.D., and Clarence, S. 2018.
‘The role of questioning in writing tutorials: a critical approach to student-centred learning in peer tutorials in higher education’.
Mentoring & Tutoring: Partnership in Learning. 10.1080/13611267.2018.1511953.
Clarence, S. and McKenna, S. 2017.
‘Developing academic literacies through understanding the nature of disciplinary knowledge’.
London Review of Education, special issue on Academic Literacies. 15(1), 38-49.
Clarence, S. 2016. ‘
Knowledge and knowers in teaching and learning: an enhanced approach to curriculum alignment’.
Journal of Education, 66, 65-84.
Clarence, S. 2016. ‘
Surfing the waves of learning: enacting a Semantics analysis of teaching in a first year Law course’.
Higher Education, Research & Development, 36(5): 920-933.
http://dx.doi.org/10.1080/07294360.2016.1263831.
van Heerden, M., Clarence, S., and Bharuthram, S. 2016. ‘
What lies beneath: exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers’.
Assessment & Evaluation in Higher Education, 42(6): 967-977.
http://dx.doi.org/10.1080/02602938.2016.1212985.
Clarence, S. 2016. ‘
Peer tutors as learning and teaching partners: a cumulative approach to building peer tutoring capacity in higher education’.
Critical Studies in Teaching and Learning, 4(1), 39-54.
http://dx.doi.org/10.14426/cristal.v4i1.69.
Clarence, S. 2016. ‘
Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics’.
Teaching in Higher Education, 21(2), 123-137.
http://dx.doi.org/10.1080/13562517.2015.1115972.
Bharuthram, S. and Clarence, S. 2015. ‘
Teaching reading as a disciplinary knowledge practice in higher education’.
South African Journal of Higher Education, 29(2), 42-55.
Clarence, S., Albertus, L., & Mwambene, L. 2014. ‘
Building an evolving model for teaching legal writing’.
Higher Education, 67(6), 839-851. DOI: 10.1007/s10734-013-9707-8.
http://dx.doi.org/10.1007/s10734-013-9707-8.
Clarence, S. 2012. ‘
Making spaces for talk about and change in student writing and literacy development’.
Teaching in Higher Education, 17(2), 127-137.
http://dx.doi.org/10.1080/13562517.2011.611876,
Clarence, S. 2009. ‘
From rhetoric to practice: a critique of immigration policy in Germany through the lens of Turkish-Muslim women’s experiences of migration’.
Theoria, 56(121), 57-91.
http://0-www.jstor.org.wam.seals.ac.za/stable/41802455.
Books
Clarence, S. and Dison, L. (eds) 2017.
Writing Centres in Higher Education: Working in and across the disciplines. Stellenbosch: SUNPress.
Book chapters
Clarence, S. and van Heerden, M. (Forthcoming, 2019). Changing curriculum and teaching practice: a practical theory for academic staff development. Winberg, C., McKenna, S. and Wilmot, K. (eds) 2019.
Building knowledge in higher education: Enhancing teaching and learning with LCT. London: Routledge. In press.
Clarence, S. 2018.
‘Understanding the student experience through the lens of academic staff development practice and research’. In Ashwin, P. and Case, J. (eds) 2018.
Higher Education Pathways: South African Undergraduate Education and the Public Good. Bloemfontein: African Minds, 204-215.
Dison, L. and Clarence, S. ‘
Introduction‘. In Clarence, S. and Dison, L. (eds) 2017.
Writing Centres in Higher Education: Working in and across the disciplines. Stellenbosch: SUNPress, 5-16.
Clarence, S. 2017. ‘
A relational approach to building knowledge through academic writing: Facilitating and reflecting on peer writing tutorials’. In Clarence, S. and Dison, L. (eds) 2017.
Writing Centres in Higher Education: Working in and across the disciplines. Stellenbosch: SUNPress, 49-66.
Clarence, S. 2016. ‘
Seeing yourself in a new light: Crossing the threshold to “researcher”’. In Frick, B., Motshoane, P., McMaster, C. and Murphy, C. (eds.).
Postgraduate study in South Africa: Surviving and succeeding. Stellenbosch: SUN Press, 127-136.
Clarence, S. 2011. ‘
Writing in the academy: collaborative writing development with students and lecturers at the UWC Writing Centre’. In Archer, A. and Richards, R. (eds.) 2011.
Changing spaces: Writing Centres and access to Higher Education in South Africa. Stellenbosch: SUNMedia Press, 101-114.
Other research publications
Clarence, S. (ed). 2016. HIV/AIDS and the curriculum in higher education: creating spaces for social issues in teaching and learning. Centre for Higher Education Research, Teaching and Learning, Rhodes University.
Clarence, S., Quinn, L. and Vorster, J-A. 2015.
Assessment in higher education: Reframing traditional understandings and practices. Centre for Higher Education Research, Teaching and Learning, Rhodes University.