Peer-reviewed journal articles

Clarence, S. and van Heerden, M. 2023. Doctor who? Developing a translation device for exploring successful doctoral being and becoming. Critical Studies in Teaching and Learning, in press.

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.

Books

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.

Book chapters

van Heerden, M. and Clarence, S. (forthcoming). Amplifying candidates’ voices: Using feedback conversations to develop and doctoral researcher identity and writing. In C. Rolph (ed). Surviving and Thriving in Academia: Supervising Doctoral Candidates. Emerald Publishing (in press).

Clarence, S. and Wilmot, K. (forthcoming). Navigating co-supervision: Creating supportive relationships between peers in supervision teams. In C. Rolph (ed). Surviving and Thriving in Academia: Supervising Doctoral Candidates. Emerald Publishing (in press)

Joubert, M. and Clarence, S. 2023 (forthcoming). ‘Be more pirate’: Harnessing the power of liminal spaces in creating academic literacy practitioner identities and agency. In A. Ding and L. Monbec (eds). Practitioner Agency and Identity in EAP. Bloomsbury. In press.

Clarence, S. 2023 (forthcoming). Reimagining the role of writing centres: From ‘safe spaces’ to ‘brave spaces’ in pursuit of equity and inclusion. In L. Drennan and A. Rambiritch (eds). Writing Centres for the Global Student: A South African Perspective. ESI Press. In press.

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.

Book reviews

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.