Peer-reviewed journal articles
Clarence, S. 2019. Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education. Stellenbosch Papers in Linguistics, forthcoming, in press.
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.
Clarence, S. (Forthcoming, 2020). Transforming access into success: Improving university pedagogy with Legitimation Code Theory. London: Routledge. Under contract.
Clarence, S. and Dison, L. (eds) 2017. Writing Centres in Higher Education: Working in and across the disciplines. Stellenbosch: SUNPress.
Clarence, S. (Forthcoming, 2019). Reimagining Knowledge in the Curriculum: Creating Critical Spaces for Alternative Possibilities in Curriculum Design. In Quinn, L. (ed) 2019. Reimagining Curriculum: Spaces for Disruption. Stellenbosch, SUNPress. In press.
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.