Peer-reviewed journal articles
Clarence, S. 2020. Making visible the affective dimensions of scholarship in postgraduate writing development work. Journal of Praxis in Higher Education, 2(1), 46-62.
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 Plus, Special issue for Sharifa Daniels: Space, Place and Power in South African Writing Centres, 117-130.
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. 2021. Turning access into success. Improving university education with Legitimation Code Theory. London: Routledge.
Clarence, S. and Dison, L. (eds) 2017. Writing Centres in Higher Education: Working in and across the disciplines. Stellenbosch: SUNPress.
Clarence, S. 2021. Towards a theoretical framework for exploring emotion in doctoral education: Critically exploring familiar narratives in student experiences. In Rule, P., Bitzer, E. and Frick, L. (eds). The global scholar: Implications for postgraduate studies and supervision. Stellenbosch: SUNPress, 215-229.
Clarence, S. and van Heerden, M. 2020. Changing curriculum and teaching practice: A practical theory for academic staff development. Winberg, C., McKenna, S. and Wilmot, K. (eds) Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory. London: Routledge, 145-161.
Clarence, S. 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, 89-108.
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. 2017. ‘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
Hlengwa, A. and Clarence, S. 2020. Mid-term review of the New Generation of Academics Programme (nGAP): An analysis of annual reports, 2016-2018. Commissioned report for the Department of Higher Education and Training, Pretoria.
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.
Chrissie Boughey and Sioux McKenna. 2021. Understanding Higher Education. Alternative Perspectives. Cape Town: African Minds. Journal of Education, 86(2022), 181-184.
Jennifer M. Case, Delia Marshall, Sioux McKenna and Disaapele Mogashana. 2018. Going to University. The Influence of Higher Education on the Lives of Young South Africans. Cape Town: African Minds. Journal of Education, 75, 89-91.
Karl Maton, Susan Hood & Suellen Shay (Eds). 2015. Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge. Innovations in Education and Teaching International, 53(6), 671-672.
Karl Maton. 2014. Knowledge and Knowers. Towards a realist theory of education. London: Routledge. Journal of Education, 60, 167-174.
Jennifer M. Case. 2013. Researching Student Learning in Higher Education. A Social Realist Approach. London: Routledge. Critical Studies in Teaching and Learning, 3(1), 85-88.
Amanda Gouws (ed.) 2005. (Un)thinking citizenship. Feminist Debates in Contemporary South Africa. Aldershot, Ashgate. Theoria, 117, December 2008, 134-137.
Luciana Ricciutelli, Angela Miles and Margaret H. McFadden (eds). 2005. Feminist Politics, Activism and Vision. Local and Global Challenges. London and New York, Zed Books/Toronto, Inanna Publications and Education Inc. International Feminist Journal of Politics, 8(1), March 2006, 153-154.