| A A A
Skip Navigation LinksStaff Profile / Education Studies / Michael Anthony Samuel

Prof Michael Anthony Samuel

Position Professor
Discipline Teacher Development Studies
Phone 031 260 1859
Email Samuelm@ukzn.ac.za
Office Address Main Tutorial Building Room CS 111

Degrees Held

  • B.A. (Psychology). 1982. University of Natal, Durban, SA
  • University Higher Diploma of Education.1983.University of Durban-Westville, Durban, SA, 
  • Bachelor of Education.1988. University of Durban-Westville, Durban, SA. 
  • Masters of Arts.1987.University of Durham, Durham, England
  • Doctor of Education. 1999. University of Durban-Westville, Durban, SA

Profile

Experience

  • Michael Samuel is a Professor in the School of Education, University of KwaZulu-Natal. He holds Doctorate in Education from the University of Durban-Westville which focuses on a Force field model of teacher development. He has served as a curriculum designer of innovative masters and collaborative doctoral cohort programmes locally and internationally. He has also been a member of the Ministerial Committee on Teacher Education assisting the development of national teacher education policy in South Africa. He has served as Dean (Faculty of Education, UKZN). His research interest focuses on teacher professional development, higher education, life history and narrative inquiry. His book, Life history research: Epistemology, methodology and representation has inspired several studies of professional development in education and the health sciences. Continuity, complexity and change: Teacher education in Mauritius, explores the challenges and possibilities facing a small island in negotiating its presence in global and international discourse of comparative higher education and teacher education. His new book Disrupting higher education curriculum: Undoing cognitive damage explores options for imaginative redirection of higher education curriculum design. He is the recipient of the Turquoise Harmony Institute’s National Ubuntu Award for Contribution to Education. 

Accomplishments:

Executive member of the South Africa Education Research Association 2016, 2017  
Nominated as South African nominee by Department of Basic Education: Teacher Development Directorate: UNESCO- Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers August 2013  
Invited by University of Hong Kong: Faculty of Education. Faculty Visitorship Scheme 20 April-05 May 2013
Invited to an international Visitorship programme to Turkey:  School, university, cultural linkages April 2012  
Invited member of the Advisory Council for the Commonwealth Secretariat on Teacher Mobility, Recruitment and Migration 2010-present
South African Council for Educators (SACE) Interim endorsement committee for Continuing Professional Teacher Development 2009
Elected Chair of the national Higher Education South Africa (HESA) Education Deans Forum (EDF) 2008; 2009; 2010; 2011
Endorsement Working Group: Department of Education and South African Council of Educators (SACE) Professional Council 2008  
Invited Panel member: Academy of Science of South Africa (ASSAf): The PhD Study 2008-2009
Reference Group: South African Council for Education (SACE) - Department of Education Continuing Professional Teacher Development 2007-2009
Advisory Reference Group: Council on Higher Education national review of academic and professional programmes in teacher education in South Africa 2004-2009
Ministerial Committee on Teacher Education: Tasked with developing the national Policy Framework for Teacher Education 2003-2005
Nominated Ministerial Committee representative on the Technical Committee for the ELRC/HSRC study on determinants of educator demand and supply in the context of HIV & AIDS 2004- 2005
 

Awards:

National Ubuntu Award for contribution to Education. Turquoise Harmony Institute, South Africa 2011
International Visitor Fellowship Award by the United States Information Services (USIS): Visited teacher education Sites in the United States of America 1997
British Council Scholarship. Teaching English as a second language. Masters of Arts (Applied Linguistics). University of Durham 1986-87  
BEd (honours). Cum Laude. University of Durban Westville 1988
UHDE (with Distinction) University of Durban-Westville 1983
Certificate for Outstanding Performance: Psychology. University of Natal 1982

Research Interests:

  • Narrative inquiry
  • Higher education studies
  • Teacher professional development
  • Doctoral research and supervision

Teaching Interests:

  • Narrative inquiry
  • Higher education studies
  • Teacher professional development
  • Doctoral research and supervision

Supervision:

  • Lifehistory and narrative inquiry methodology
  • Teacher professional development
  • Has supervised over 20 PhD studies to successful completion: Fields include Higher education studies, Health science professional development, Teacher professional development

Community Involvement/Outreach:

  • Research supervisory capacity development
  • Inter-faith dialogue across different religious groups.

Publications/Selected Publications (2014 – 2016):

Books:

  • Samuel M, Dhunpath R and Amin, N 2016. (eds.) Disrupting higher education curriculum: Undoing cognitive damage.  Sense Publishers, Rotterdam, Netherlands. ISBN 978-94-6300-894-5
  • Samuel M & Mariaye H (eds.) 2016. Continuity, complexity and change: Teacher Education in Mauritius.  Common Ground Publishing: University of Illinois, Champaign. ISBN 978-1-61229-820-7 https://www.amazon.com/Continuity-Complexity-Change-Michael.../dp/1612298206

Journal Articles:

  • Samuel M 2016. Methodological agency: constructing an institutional life history of a teacher education institution in Mauritius.  Island Studies Indian Ocean 2016. 3 (1): 14-25.
  • Samuel, Michael Anthony 2016. Values and purposes of a PhD: Comparative responses from South Africa and Mauritius. Higher Education Forum. Volume 13 March 2016: 1-23.
  • Samuel M 2015. Re-membering and re-directing the self: an educational journey. Journal of International Cooperation in Education. 17 (2). 2015: 109-127.
  • Munro N & Samuel M 2015. African students who excel in South African higher education: Retro(pro) spectivity and co-regulation of learning. Alternation. 17(2015): 168-190. ISSN 1023-1757. http://alternation.ukzn.ac.za/pages/volume-22-2015/alternation-special-edition-no-17-2015-student-acc.aspx
  • Arbee, A & Samuel M 2015. The writing centre: A site for discursive dialogue in Management Studies. South African Journal of Higher Education. 29 (5). 2015: 48-69. ISSN 1011-3487. Paper awarded Certificate of Merit for Best Teaching and Learning article 2016, UKZN, College of Law and Management Studies.
  • Samuel M 2015. Beyond narcissism and hero-worshipping: Life history research and narrative inquiry. Alternation. 22 (2) 2015: 8-28. Special Issue: Memory work and interdisciplinary studies (Editors: Sabine Marshall & Phillipe Dennis). ISSN 1023-1757.
  • Samuel M 2015. Angels in the wind: the future of educational research. Journal of Education. Number 61. 2015: 147-158.
  • Ankiah-Gangadeen A & Samuel M 2014.  Biography, policy and language teaching practices in a multi-lingual context: early childhood classrooms in Mauritius. South African Journal of Childhood Education. 2014. 4 (2) : 57-72. ISSN: 2223-7674
  • Samuel M 2014.  South African teacher voices: recurring resistances and reconstructions for teacher education and development, Journal of Education for Teaching: International research and pedagogy, 40:5, 610-621To link to this article: http://dx.doi.org/10.1080/02607476.2014.956546 http://www.tandfonline.com/doi/full/10.1080/02607476.2014.956546. http://www.tandfonline.com/eprint/UIZFXYEh2ZmQxHGtVF3F/full
  • Samuel M 2014 Doctoral career path studies: exchanging paradigms across international borders. South African Journal of Higher Education. 2014 28.(5): 1469-1484. ©Unisa Press ISSN 1011-3487.
  • Samuel M & Maistry S (eds.) 2014.  Brother Sun and Sister Moon: I can hear your tune, so much in love with all I survey. Alternation. 2014. 21 (1): 1-14. Special Issue: Education at the Crossroads. ISSN 1023-1757.
  • Samuel M 2014. The other and I: Turkish teachers in South Africa. Education as Change: Journal of Curriculum Research. 18 (1):9-20. January 2014: 9-20. DOI: 10.1080/16823206.2013.847010 http://dx.doi.org/10.1080/16823206.2013.847019
  • Samuel M & Mariaye H 2014. “De-colonising international partnerships: The UKZN-Mauritius Institute of Education PhD programme”.COMPARE: A journal of Comparative and International Education. 44 (4) (July 2014): 501-521.DOI: 10.1080/03057925.2013.795100 ISSN 0305-7925 (Print) 1469-3623 (Online) http://dx.doi.org/1080/03057925.2013.795100
  • Samuel M 2014. Educational leadership: the audience creates the text. Paper accepted by International Journal of Education Development in Africa (IJEDA). 1(1): 31-45.

Chapters in Books:

  • Samuel M and Mariaye H 2017. (in press) From a distance: Small island states and their global partners. In Tavis D. Jules & Patrick Ressler (eds.) Is “small” always small and “big” always big? Re-reading Educational Policy and Practice in Small States. Comparative Studies Series, ed. by Jürgen Schriewer, Frankfurt am Main: Peter Lang.
  • Samuel M.A. 2017. Chapter One: Understanding policy analysis: South African policies shaping teachers as professionals. In:  Labby Ramrathan; Lesley Le Grange and Philip Higgs (eds.) Education Studies for Initial Teacher Development.  Juta Publishers. Cape Town.
  • Amin M, Dhunpath R and Samuel M 2016. Chapter 1. Undoing cognitive damage. Disrupting higher education curriculum: Undoing cognitive damage. Sense Publishers, Rotterdam, Netherlands: 1-14.
  • Samuel M 2016 Chapter 11. Reading spatiality in higher education curriculum. In Samuel M, Dhunpath R and Amin, N 2015. Disrupting higher education curriculum: Undoing cognitive damage. Sense Publishers, Rotterdam, Netherlands: 171-191
  • Samuel M 2016. Chapter 24: The future of doctoral education. In Fourie-Maherbe M, Albertyn R, Aitchson C and Bitzer E 9eds.) Postgraduate supervision: Future foci for the knowledge society. SUN Media: Stellenbosch: 397-419.
  • Samuel M 2016. Afterword: Small islands: Big issues. In Samuel M & Mariaye H (eds.) 2015. Continuity, complexity and change: Teacher Education in Mauritius.  Common Ground Publishing: University of Illinois, Champaign: 200.
  • Samuel M 2016. Closing Chapter 9: new forms of intimacy and narrative possibilities: negotiating post-coloniality,indigeneity and internationalisation within small islands states. In Samuel M & Mariaye H (eds.) 2015. Continuity, complexity and change: Teacher Education in Mauritius.  Common Ground Publishing: University of Illinois, Champaign: 172-199.
  • Mariaye H & Samuel M 2016. Chapter 8: Teacher education, small island contexts and partnerships: rewriting the research-policy-thery0practice linkages. In Samuel M & Mariaye H (eds.) 2015. Continuity, complexity and change: Teacher Education in Mauritius.  Common Ground Publishing: University of Illinois, Champaign:145-171.
  • Mariaye H with Samuel M 2016 Introduction: developing an institutional biography of the Mauritius Institute of Education: A lens to understanding small islands developing states. In Samuel M & Mariaye H (eds.) 2015. Continuity, complexity and change: Teacher Education in Mauritius.  Common Ground Publishing: University of Illinois, Champaign: xvi-xxvii. 

Contact Webmaster | View the Promotion of Access to Information Act | View our Privacy Policy
© University of KwaZulu-Natal: All Rights Reserved