Critical Studies in Teaching and Learning (CriSTaL)

Critical Studies in Teaching and Learning (CriSTaL) is a peer-reviewed journal that publishes critical scholarly articles and essays that make interesting and distinctive contributions to the scholarship of teaching and learning in higher (university) education. Contributions that address challenging problems and issues from theoretical, ethical, practice-based, empirical, strategic, or analytical angles are welcome, as are contributions that focus on innovative and creative approaches to teaching and learning. The journal aims to provide a stimulating and challenging forum for contributors to theorise, trouble, reconfigure and re-imagine higher education teaching and learning practice. We promote an understanding of knowledge creation that is situated, which challenges hegemonic thought, and is sensitive to intersecting positionalities, histories and inequalities. We encourage work that moves beyond boundaries, such as those of methodology, discipline, or location. We invite authors to be creative, take risks, and think "otherwise". Contributions should be framed by a sensibility towards social justice.

Critical Studies in Teaching and Learning (CriSTaL) is :-

• International, Peer-Reviewed, Open Access, Refereed, Education, Higher Education Studies, Teaching and Learning, Sociology of Education, Educational Policy, and Critical Pedagogy, studies on pedagogy, educational transformation, social justice in education, curriculum reform, academic development, innovative teaching methods, learning environments, power relations within educational systems, post-anthropocentric, posthuman, feminist new materialist approaches , Online , Semiannual Journal

• UGC Approved, ISSN Approved: P-ISSN E-ISSN: 2310-7103, Established: 2013,
• Does Not Provide Crossref DOI

• Not indexed in Scopus, WoS, DOAJ, PubMed, UGC CARE