Dear colleagues,
We’re seeking offers to undertake blind peer-review of the following submissions to the Journal of Learning Development in Higher Education (JLDHE).
If you would like to complete a review of any of these submissions, please email the designated Section Editor below.
If you haven’t reviewed for us before, please include a brief description of your interest in the topic, your relevant qualifications, expertise and/or experience in relation to the submission (up to 200 words). This might include your knowledge of the subject and/or your experience acting as a peer reviewer for academic papers or as an author or researcher in the field.
Please also join our register of reviewers and list your interests via http://journal.aldinhe.ac.uk/index.php/jldhe/user/register.
New reviewers are very welcome! We provide a developmental environment for those interested in this important community service—so why not try something new today!
| No. | Type | Title and abstract | Section Editor |
| 1466 | Paper | Applied Feminist Systems Thinking in decolonising the university This paper examines the application of feminist systems thinking as a strategy to decolonise the university, drawing on postcolonial and decolonial frameworks. Recognising the complex interconnections between power, knowledge, coloniality, and institutional practices, the research illustrates an embedded approach to decolonise the curriculum, research, and practice. As ongoing action research, this paper emerged from two years and six months of work as a research fellow leading institutional commitment to decolonise. Key interventions include collaborative curriculum redesign, sessions on whiteness in the academy and critical pedagogy, incorporation of alternative epistemologies that reflect the lived experiences of marginalised groups in universities, and a sustainable approach within existing processes and regulatory frameworks of the university. The findings underscore the crucial importance of reflexivity, necessitating a context-specific strategy that enhances student experiences of the university and eventually improves student outcomes. This research positions feminist systems thinking as a praxis, illustrating its capacity to interrogate power dynamics. The work ultimately advocates for an ongoing institutional commitment to decolonise, create sustainability and accountability, and implement intersectional methodologies in higher education for social justice. Through this research, the paper contributes to broader discussions on the role of universities in addressing historical colonial imperial injustices and ways to promote social equity. | Maggie Scott M.R.Scott@salford.ac.uk |
| 1483 | Paper | Ungrading and Co-creation: Student Perspectives on Decolonial Approaches in Mental Health Education This paper records our reflections on an attempt to decolonise teaching and assessment in Psychology. We intended to use a new co-created module, ‘Decolonising Mental Health Research’, to embrace a decolonised and inclusive approach to education through accessible seminars and a student-led symposium where students had the power to assign their own grades. In this article we present feedback and reflections from this module, including focus groups and reflections from a critical incident diary. While we attempted to empower students to break down the unequal power dynamics of teaching and assessment, our findings showed complex interactions between power relations that were not easy to disrupt because they are so entrenched. We discuss the implications of this for others attempting to decolonise teaching and assessment, and the complexities they may face in higher education. | Maggie Scott M.R.Scott@salford.ac.uk |
N.B. it is essential to be respectful of the writers of submissions to our journal, especially when they are at the draft stages. Please do not comment publicly on the list or elsewhere on any aspect of the paper title or abstract above.
Thank you, and we look forward to hearing from you!
With warm wishes on behalf of the Editorial Board.