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The following is an alphabetical listing of research publications by LDG members.

Chapters in books

Archer, A. 2012. Changing academic landscapes: principles and practices of teaching writing at the University of Cape Town. In C. Thaiss, G. Braeuer, P. Carlino, L. Ganobcsik-Williams and A. Sinha (eds), Writing Programs Worldwide: Profiles of Academic Writing in Many Places, pp. 353-364. South Carolina: The WAC Clearinghouse and Parlor Press. ISBN 9781602353435.

Archer, A. 2013. Voice as design: exploring academic voice in multimodal texts in higher education. In M. Bockand N. Pachler (eds), Multimodality and Social Semiosis, pp. 150-161. New York, USA: Routledge (Taylor & Francis Group). ISBN 9780415508148.

Archer, A. 2014. Power, social justice and multimodal pedagogies. In C. Jewitt (ed), The Routledge Handbook of Multimodal Analysis, pp. 189-197. 2nd edition. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415519748.

Archer, A. and Newfield, D. 2014. Challenges and opportunities of multimodal approaches to education in South Africa. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 1-16. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Archer, A. and Richards, R. 2011. Writing centres as alternate pedagogical spaces. In A. Archer and R. Richards (eds), Changing Spaces: Writing Centres and Access to Higher Education in South Africa, pp. 5-15. Stellenbosch, South Africa: Sun Press. ISBN 9781920338596.

Arend, M. 2013. 'It was hardly about writing': translations of experience on entering postgraduate studies. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 219-233. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Brenner, J. and Archer, A. 2014. Arguing Art. In A. Archer and D. Newfield (eds), Multimodal Approaches to Research and Pedagogy, pp. 57-70. United States of America: Routledge (Taylor & Francis Group). ISBN 9780415716734.

Cooper, L.H. and Thesen, L.K. 2014. Retrieving the traces of knowledge-making while editing a book on postgraduate writing. In B. Cooper and R. Morrell (eds), Africa-Centred Knowledges: Crossing Fields and Worlds, pp. 178-190. Woodbridge, Surrey, UK: James Currey Publishers. ISBN 9781847010957.

Huang, C.H. and Archer, A. 2012. Uncovering the multimodal literacy practices in reading manga and the implications for pedagogy. In T.B. Williams and A.A. Zenger (eds), New Media Literacies and Participatory Popular Culture Across Borders, pp. 44-60. New York: Routledge, Taylor and Francis Group, New York & London. ISBN 9780415897686.

Hunma, A.B. and Sibomana, E. 2013. Academic writing and research at an Afropolitan university: an international student perspective. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 100-128. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Le Roux, K. 2017. “Eish, iyangbhayizisa (it’s confusing)”: A critical discourse analysis of what learners say and do in a research interview. In J. Adler & A. Sfard (Eds.), Research for educational change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp. 100-119). Abingdon, UK: Routledge.

Le Roux, K. 2017. Poor mathematics performance is created in multiple places. In J. Adler & A. Sfard (Eds.), Research for Educational Change: Transforming researchers' insights into improvement in mathematics teaching and learning (pp.159-168). Abingdon, UK: Routledge.

Le Roux, K., Mwakapenda, W., Pournara, C., Chitera, N., Pillay, V., & Tobais, B. 2016. Defining the problems of mathematics education, getting the description right and making it count: Jill Adler’s contribution and beyond. In M. Phakeng & S. Lerman (Eds.), Mathematics education in a context of inequity, poverty and language diversity: Giving direction and advancing the field (pp.89-110). Cham, Switzerland: Springer.

Nomdo, G. 2013. Collaborating by design: language embedded in an economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 100-122. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Genre: a pigeonhole or a pigeon? Case studies of the dilemmas posed by the writing of academic research proposals. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 148-165. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Paxton, M.I.J. 2013. Theorising the language and literacy vision. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 95-99. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Paxton, M.I.J. 2013. Valuing linguistic diversity. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 137-146. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Rohleder, P. and Thesen, L.K. 2012. Interpreting drawings: reading the racialised politics of space. In B. Leibowitz, L. Swartz, V. Bozalek, R. Carolissen, L. Nicholls and P. Rohleder (eds), Community, Self and Identity Educating South African University Students for Citizenship, pp. 87-96. Cape Town, South Africa: HSRC Press. ISBN 9780796923981.

Smith, L. 2013. Teaching approach to a first-year economics course. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-generation Higher Education Students, pp. 50-57. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Stuart, S.W.R. and Abrahams, M. 2013. The living experience of student success. In J. Pym and M. Paxton (eds), Surfacing Possibilities: What it Means to Work with First-Generation Higher Education Students, pp. 184-194. Champaign, Illinois, USA: Common Ground Publishing. ISBN 9781612291925.

Thesen, L.K. 2013. Risk as Productive: Working with Dilemmas in the Writing of Research. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 1-24. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Thesen, L.K. 2014. 'If they're not laughing, watch out!': emotion and risk in postgraduate writers' circles. In C. Aitchison and C. Guerin (eds), Writing Groups for Doctoral Education and Beyond: Innovations in Practice and Theory, pp. 162-176. Abingdon, Oxon, UK: Routledge (Taylor & Francis Group). ISBN 9780415834742.

Thesen, L.K. and Chihota, C.M. 2013. Rehearsing 'the postgraduate condition' in writers' circles. In L. Thesen and L. Cooper (eds), Risk in Academic Writing: Postgraduate Students, their Teachers and the Making of Knowledge, pp. 131-147. Bristol, UK: Multilingual Matters. ISBN 9781783091058.

Peer-reviewed Journals

Archer, A. 2012. Writing as design: enabling access to academic discourse in a multimodal environment. South African Journal of Higher Education, 26(3): 411-421.

Archer, A. 2014. Designing multimodal classrooms for social justice. Classroom Discourse, 5(1): 106-116.

Archer, A. 2014. Multimodal pedagogies and access to higher education. South African Journal of Higher Education, 28(3): 1123-1131.

Badenhorst, E.S. and Kapp, R. 2013. Negotiation of learning and identity among first-year medical students. Teaching in Higher Education, 18(5): 465-476.

Bangeni, A. 2013. An exploration of the impact of students' prior genre knowledge on their constructions of 'audience' in a marketing course at postgraduate level. English for Specific Purposes, 32(1): 248-257.

Bangeni, A. and Greenbaum, L. 2013. An analysis of the textual practices of undergraduate and postgraduate novice writers in law. Per Linguam: A Journal of Language Learning, 29(2): 72-84.

Campbell, A. 2013. The role of voluntary online tutoring in building students' identities as community participants. In V. Frith and K. le Roux (eds), Proceedings of 7th International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Craig, T.S. 2013. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology, 44(7): 1020-1029.

Frith, V. and Lloyd, P.J. 2013. Quantitative literacy and epistemological access at university: reflections on using the threshold concept framework for research. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town, South Africa. Cape Town: MES 7. ISSN 20779933.

Huang, C.H. and Archer, A. 2014. Fluidity of modes in the translation of manga: the case of Kishimoto's Naruto. Visual Communication, 13(4): 471-486.

Hutchings, C.M. 2014. Referencing and identity, voice and agency: adult learners' transformations within literacy practices. Higher Education Research & Development, 33(2): 312-324.

Kapp, R. 2012. Students' negotiations of english and literacy in a time of social change. Journal of Composition Theory, 32(3-4): 591-614.

Kapp, R., Badenhorst, E.S., Bangeni, A., Craig, T.S., Janse van Rensburg, V.C., Le Roux, K., Prince, R.N., Pym, J.M. and van Pletzen, E. 2014. Successful students' negotiation of township schooling in contemporary South Africa. Perspectives in Education, 32(3): 50-61.

Kapp, R; Prince, R; Pym, J; Badenhorst, E; Bangeni, B; Craig, T., Janse van Rensburg, V; le Roux, K, Van Pletzen , E. (2014). ‘Out of order’: Negotiating working-class schooling and identity in post-Apartheid South Africa, Perspectives in Education, 32(3), 50-61

Le Roux, K. 2013. "I just make sure that I got for it": a mathematics student's transition to and through university. In M. Berger, K. Brodie, V. Frith and K. le Roux (eds), Proceedings of the Seventh International Mathematics Education and Society Conference, 2-7 April 2013, Cape Town. Cape Town: MES 7. ISSN 20779933.

Le Roux, K. 2014. Explaining mathematical meaning in "practical terms" and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle and D. Allan (eds),  Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (PME 38 / PME-NA 36), 15-20 July 2014, Vancouver, Canada. Vancouver, Canada: PME. ISBN 9780864913609.

Le Roux, K. 2016. Re-imagining mathematics and mathematics education for equity and social justice in the changing South African university. Critical Studies in Teaching and Learning (CriSTaL), 4(2), 45-67.

Le Roux, K. and Adler, J. 2012. Talking and looking structurally and operationally as ways of acting in a socio-political mathematical practice. In T.-Y. Tso (ed), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, 18-22 July 2012, Taiwan. Taiwan: Taiwan Association of Mathematics Education. ISSN 0771-100X.

Le Roux, K., & Adler, J. 2016. A critical discourse analysis of practical problems in a foundation mathematics course at a South African university. Educational Studies in Mathematics, 91, pp.227-246.

Luckett, K.M. and Hunma, A. 2014. Making gazes explicit: facilitating epistemic access in the Humanities. Higher Education, 67: 183-198.

Paxton, M.I.J. 2012. Student voice as a methodological issue in academic literacies research. Higher Education Research & Development, 31(3): 381-391.

Paxton, M.I.J. and Frith, V. 2014. Implications of academic literacies research for knowledge making and curriculum design. Higher Education, 67(2): 171-182.

Paxton, M.I.J. and Frith, V. 2014. Positioning academic literacies at the core of curriculum design. In N. Tisani and A. Hlengwa (eds),  Proceedings of the Higher Education Learning and Teaching Association of Southern Africa (HELTASA) 2013 Conference, 27-29 November 2013, Pretoria, South Africa. Pretoria, South Africa: HELTASA. ISBN 9780620609395.

Peer-reviewed published conference proceedings

Andersson, A., & le Roux, K. 2015. Researchers and researched as Other within the socio-p/Political turn. In B. Greer, & S Mukhopadhyay (Eds.), Proceedings of the Eighth International Mathematics Education and Society Conference (Vol.2, pp. 255-269). Portland, Oregon: MES8.

Le Roux, K. 2014. Explaining mathematical meaning in “practical terms” and access to advanced mathematics. In P. Liljedahl, C. Nicol, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education (Vol. 4, pp. 65-72). Vancouver, Canada: PME.

Le Roux, K. 2017. Moving up or down the ladder: University mathematics students talk about progress. In A. Chronaki (Ed.), Proceedings of the Ninth International Mathematics Education and Society Conference (Vol.2, pp. 665-675). Volos, Greece: University of Thessaly Press.

Prince, R.N. and Archer, A. 2014. Exploring academic voice in multimodal quantitative texts. Literacy and Numeracy Studies, 22(1): 39-57.

Pym, J.M. and Kapp, R. 2013. Harnessing agency: towards a learning model for undergraduate students. Studies in Higher Education, 38(2): 272-284.

Thesen, L.K. 2013. Risk in postgraduate writing: voice, discourse and edgework. Critical Studies in Teaching & Learning, 1(1): 103-122.

Torr, S. and Craig, T.S. 2013. Addressing dualism in mathematical abstraction: an argument for the role of construal level theory in mathematics education. In D. King, B. Loch and L. Rylands (eds), Proceedings of the 9th Delta Conference on Teaching and Learning of Undergraduate Mathematics and Statistics, 24-29 November 2013, Kiama, Australia. Melbourne, Australia: The University of Western Sydney, School of computing, Engineering and Mathematics. ISBN 9781741082890.

Weiss, R. and Archer, A. 2014. A social semiotic approach to textbook analysis: the construction of the discourses of Pharmacology. Perspectives in Education, 32(3): 118-130.

Winfield, J.H. and Luyt, J. 2013. An evaluation of an exploratory intervention to improve progression in a first-year accounting course. SA Journal of Accounting Research, 27(1): 1-36.