Laura Dison
Biographic Data
| ID | 6913301 |
|---|---|
| NAME | Laura Dison |
| GIVEN NAMES | Laura |
| FAMILY NAME | Dison |
| SIGNATURE | DISON L |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-1626-4954 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Commitment in navigating constraints and enablers in integrating the writing centre as an institutional structure
Writing centres in higher education were historically established as remedial support structures for students perceived to have writing deficiencies. Positioned within academic development units or language departments, they were often regarded as add-on services rather than integrated institutional structures. Recent scholarship, however, highlights a shift towards viewing writing centres as collaborative partners in disciplinary writing instruc…
Perspectives from South Africa on GenAI in Higher Education: A Postdigital Dialogue with the Global Context
Drawn from an interdisciplinary gathering of 51 colleagues at the University of the Witwatersrand (Wits) in Johannesburg in March 2025, this collective article shares multiple perspectives from South Africa on our interactions with Generative AI (GenAI) across higher education (HE). Contributors have re-created our dialogue here, in the spirit of Ubuntu and via a postdigital lens, bringing together vital local knowledge and literature to demonstr…
Diffracting our stories: New questions about roles in and beyond South African university writing centres
South African writing centre scholarship reveals how writing centres have responded to changing circumstances in higher education. Much of this scholarship reflects processes of ongoing reflection and reflexivity, engaging and interrogating notions of resilience, agency and literacy in different ways. In this paper, we identify three broad writing centre narratives apparent in this scholarship. We then trouble some of these stories, including our…
Thirty Years of Literacies Testing at the University of Cape Town: A Critical Reflection on the Work and its Impact
In this deeply considered and carefully argued book, Cliff reviews three decades of work into academic literacies testing begun at UCT. His account gives the wider academic community insight into how the testing project evolved at the intersection of localcommitments in South Africa to redress and ensuring epistemological access to higher education (HE), and international trends in sociocultural literacy theory and student support. The book’s cen…
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
Ajjawi, R., Tai, J., Boud, D. and Jorre de St Jorre, T. (Eds.). 2023. Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment. London: Routledge
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively inves…
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively inves…
No prominent works on this page.
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively inves…
Pedagogical and decolonial affordances of group portfolio assessments for learning in South African universities
Our paper discusses our recent experiences with designing effective assessments for challenging local contexts by using group work portfolio projects. South African universities are experiencing ever-increasing student numbers, diverse student bodies which have different language and literacy skill levels, and limited resources. Simultaneously, the need to decolonise university curricula and teaching and learning practices is being actively inves…
Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment
Ajjawi, R., Tai, J., Boud, D. and Jorre de St Jorre, T. (Eds.). 2023. Assessment for Inclusion in Higher Education: Promoting Equity and Social Justice in Assessment. London: Routledge
Perspectives from South Africa on GenAI in Higher Education: A Postdigital Dialogue with the Global Context
Drawn from an interdisciplinary gathering of 51 colleagues at the University of the Witwatersrand (Wits) in Johannesburg in March 2025, this collective article shares multiple perspectives from South Africa on our interactions with Generative AI (GenAI) across higher education (HE). Contributors have re-created our dialogue here, in the spirit of Ubuntu and via a postdigital lens, bringing together vital local knowledge and literature to demonstr…
Diffracting our stories: New questions about roles in and beyond South African university writing centres
South African writing centre scholarship reveals how writing centres have responded to changing circumstances in higher education. Much of this scholarship reflects processes of ongoing reflection and reflexivity, engaging and interrogating notions of resilience, agency and literacy in different ways. In this paper, we identify three broad writing centre narratives apparent in this scholarship. We then trouble some of these stories, including our…
Thirty Years of Literacies Testing at the University of Cape Town: A Critical Reflection on the Work and its Impact
In this deeply considered and carefully argued book, Cliff reviews three decades of work into academic literacies testing begun at UCT. His account gives the wider academic community insight into how the testing project evolved at the intersection of localcommitments in South Africa to redress and ensuring epistemological access to higher education (HE), and international trends in sociocultural literacy theory and student support. The book’s cen…
Commitment in navigating constraints and enablers in integrating the writing centre as an institutional structure
Writing centres in higher education were historically established as remedial support structures for students perceived to have writing deficiencies. Positioned within academic development units or language departments, they were often regarded as add-on services rather than integrated institutional structures. Recent scholarship, however, highlights a shift towards viewing writing centres as collaborative partners in disciplinary writing instruc…
Sociology (4 works) · Higher education (3 works) · Political science (3 works) · Affordance (2 works) · Business (2 works) · Discourse Analysis in Language Studies (2 works) · Educational Theory and Curriculum Studies (2 works) · Higher Education Learning Practices (2 works) · Innovative Education and Learning Practices (2 works) · Literacy (2 works)