A journal dedicated to the scholarship of teaching and learning in the ‘global South’
Editor-in-chief | Zach Simpson – University of Johannesburg, South Africa
Managing Editor | Milton Milaras – University of Johannesburg, South Africa
Kibbie Naidoo – University of Johannesburg, South Africa Michael Samuel – University of KwaZulu-Natal, South Africa Vivienne Bozalek – University of the Western Cape, South Africa Denise Newfield – University of the Witwatersrand, South Africa Rhonda Breit – Aga Khan University, KenyaCarolina Guzmán-Valenzuela – Universidad de Tarapacá, ChilePeter Looker – Nangyang Technological University, Singapore Kooi Cheng Lee – National University of Singapore, Singapore Meegan Hall – Victoria University of Wellington, New Zealand Ismail Hussein Amzat – University of Utara, MalaysiaSergio Celis – University of Chile, Chile [book review editor]Catherine Manathunga – University of the Sunshine Coast, AustraliaCaroline Suransky - University for Humanistic Studies, The NetherlandsShireen Motala - University of Johannesburg, South Africa
The inimitable force behind both this journal and the inaugural 2017 SOTL in the South conference was our late editor-in-chief, Professor Brenda Leibowitz. Sadly, Brenda passed away on April 26, 2018. Brenda was a force for good in higher education, and in her work, she sought out a higher education space that was more caring of its participants: students and teachers alike. Her efforts were aimed at supporting academics – particularly young academics – to engage in scholarly teaching practice. Brenda was a friend, colleague, supervisor and mentor to all of us involved in SOTL in the South, and to many others, and we will miss her warmth and dynamism.
Dennis Banda was an inaugural member of the SOTL in the South editorial board. Sadly, Dennis passed away from COVID-19 on 12 February 2021. Dennis will be sorely missed by the SOTL in the South community for his humility and sense of humour as well as for his intelligence and contribution. His research, into topics such as decolonization of higher education, leaves an important legacy for scholarship in teaching and learning in Zambia and further afield.