Vol. 57 (2019): Special issue for Sharifa Daniels: Space, Place and Power in South African Writing Centres

Introduction

• Space, place, and power in South African writing centres: Special issue in honour of Sharifa Daniels

  Rose Richards, Anne-Mari Lackay, Selene Delport

  i-xiv

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Interview

• An interview with Sharifa Daniels

  Rebecca Day Babcock

  xv-xx

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Theme 1: The writing centre, space, and place

• “We are not a ‘fix-it shop’”: The writing centre as a uniquely configured learning space

  Puleng Sefalane-Nkohla, Thembinkosi Mtonjeni

  1-23

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• Writing centres as dialogic spaces: Negotiating conflicting discourses around citation and plagiarism

  Karis Moxley, Arlene Archer

  25-37

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• In-between access and transformation: Analysing a university writing centre’s academic support programme for education students as third space

  Halima Namakula, Maria Prozesky

  39-56

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Theme 2: The writing centre and online spaces

• Evaluating the Synthesis Model of tutoring across the educational spectrum

  Rebecca Day Babcock, Aliethia Dean, Victoria Hinesly, Aileen Taft

  57-77

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• Decentering and recentering the writing centre using online feedback: Towards a collaborative model of integrating academic literacies development

  Karen Suzette Collett, Arona Dison

  79-98

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• From physical to online spaces in the age of the #FeesMustFall protests: A Critical Interpretative Synthesis of writing centres in emergency situations

  Robert Doya Nanima

  99-116

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Theme 3: The writing centre and power

• Exploring the gap between what we say and what we do: Writing centres, ‘safety’, and ‘risk’ in higher education

  Sherran Clarence

  117-130

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• Writing within simultaneity: A reflective progress report through letters from the Wits Writing Programme

  Pamela Nichols, Zimitri Erasmus, Nomonde Ntsepo, Lerato Mlahleki, Keanu Mabalane, Khensani Ngobeni, Lew Is Ckool

  131-147

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• Developing agency in a writing centre context: A Social Realist interpretation

  Fatima Slemming

  149-168

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Theme 4: Writing consultants’ agency

• Negotiating new ways of developing writing in disciplinary spaces: The changing role of writing consultants at the Wits School of Education Writing Centre

  Emure Kadenge, Laura Dison, Wacango Kimani, Halima Namakula

  169-182

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• Writing centre consultants as critical friends

  Janine Esmé Carlse

  183-194

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• Aiming beyond the written, to the writer and writing: The writing consultation as a mentoring process for life-long writing

  Collium Banda

  195-205

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Research notes

• Adapting writing laboratory activities to different spaces and cultures

  Diana B. Njweipi-Kongor

  207-208

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• Clear mind, full head, can’t lose

  Maud Bonato

  209

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• Power dynamics in writing consultations and potential lessons for teaching: An English Studies perspective

  Cleo Beth Theron

  211-214

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• From the Writing Lab to the ESL classroom

  Carla-Marié Spies-Gaum

  215-217

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• Seeing the writer behind the writing: How the Writing Lab influenced my feedback-giving practices

  Martina van Heerden

  219-220

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• Then and now: The relevance of the writing consultant experience today

  Gerhardus D. du Preez

  221-223

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• Using reflective pedagogy to improve writing consultant practice

  Venita Januarie

  225-229

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Endnote

• The Writing Lab: A comic

  Neeske Alexander

  230

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• Author biographies

  231-239

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