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Ansurie Pillay

Position Lecturer
Discipline English Education
Phone 031 260 3613
Email pillaya3@ukzn.ac.za
Campus Edgewood Campus
Office Address Room F513, Main Tutorial Block

Degrees Held

  • BA, BA (HONS), UHDE, CEMT, APC, M.Ed, PhD

Profile:

Experience:

University Experience

  • University of KwaZulu-Natal, Durban, South Africa, 2009 – Present    Lecturer: English Education
  • University of KwaZulu-Natal, Durban, South Africa, 2004 – 2008 Contract Lecturer: English Education; Drama Education
  • Durban University of Technology, Durban, South Africa, 2003 Lecturer: Communication
  • University of Natal, Durban, South Africa, 1997 Contract Tutor: Applied Linguistics

School Teaching Experience

  • Pitlochry Senior Primary, 2002 Drama Teacher
  • Westville Boys High, 2001 Speech and Drama Teacher
  • Durban Girls Secondary,  1987 – 2000 English Teacher; Speech and Drama Teacher
  • Phoenix Secondary, 1986 English Teacher; Speech and Drama Teacher

Television/ Documentary Production Experience

  • South African Broadcasting Corporation (SABC 1; SABC 2),  2001 – 2008 Documentary and Series Producer (Dharma Moments; Spirit Sundae; Issues of Faith; Pathways)

Non-governmental Organisation (NGO) Experience

  • Local and International NGOs,  2001 Documentary Producer
  • English Language Educational Trust,  1997 Lecturer Teaching English to Adult Learners

Awards

  • 2012 PhD Relief Grant, College of Humanities Research Office, University of KwaZulu-Natal
  • 2011-2012 Strategic Research Grant, College of Humanities Research Office, University of KwaZulu-Natal
  • 2010 University Travel Grant, Faculty of Education Research Office, University of KwaZulu-Natal
  • 2003 Commonwealth Vision Award for Excellence in Film-making, London
  • 2002 National Television Awards (3 awards) for excellence in television production, Durban
  • 2001 National Television Awards (4 awards) for excellence in television production, Durban

Research Interests:

  • Participatory Action Research; Critical Pedagogy; Change Agency; Social Justice Education

Teaching Interests:

  • English Education including literature, language and media in education; English Education pedagogy

Supervision

Postgraduate Research Supervision

Completed Supervision

Honours

2010

  • 1. Baldwin Ngcongo - ‘Use of group work in English classrooms’                           
  • 2. Nokulunga Dladla - ‘Learners’ perceptions of learning English’

2011

  • 1. Leonard Hlongwa – ‘English Second Language Comprehension Difficulties among Grade 12 Learners: Intervention Evaluation at a High School in KwaZulu-Natal’s Ugu District’

2012

  • 1. Munachiso Anyanwu - ‘Learners’ perceptions and experiences of reading English: A grade 10 English additional language classroom in a rural KwaZulu-Natal school’

2013

  • 1. Sifiso Magagula: ‘First-year students’ perceptions and experiences of studying at university’
  • 2. Mirasha Pahlad: ‘The use of drama strategies to improve second language learners’ English competence’

2014

  • 1. Temitope Adekunle – ‘Attitudes of second language speakers to the learning of English’
  • 2. Amendhree Pillay – ‘The difficulties faced by teachers teaching English to second language speakers of English’

2015

  • 1. Rochelle Dorasamy – ‘An investigation into teenagers’ reading habits’
  • 2. Bavani Chettiar - ‘The use of learning technology to improve the teaching and learning of English’

2016

  • 1. Jennifer Sheokarah – ‘Experiences of learners learning a second language’
  • 2. Nkateko Chauke – ‘The attitudes of high school learners towards and perceptions about poetry’

Masters

2012

  • 1. Lieza Larter - Full thesis - ‘Reading programmes to encourage reading in grade ten classrooms: Teachers’ and learners’ perceptions and experiences’ - co-supervision with Prof. Mbongeni Malaba. Dissertation - successfully supervised and passed.

2014

  • 1. Nomalungelo Ngubane – Full thesis – ‘The effectiveness of cooperative learning in an English first additional language classroom’ – co-supervision with Mr. Bheki Mthembu. Dissertation - successfully supervised and passed.

2015

  • 1. Vivienne Tutshana – Coursework dissertation – ‘On developing reading skills for Biology: The role of the Communication in Science module’. Dissertation - successfully supervised and passed.

2016

  • 1. Mirasha Pahlad - Full dissertation – ‘Teaching philosophical developments in the Dramatic Arts classroom: An action research study to improve teaching practices’. Dissertation - successfully supervised and passed.

2017

  • 1. Temitope Adekunle – Full dissertation – ‘International Students’ Experiences of Taking a Language and Media Studies Honours Specialisation at a South African University’. Dissertation - successfully supervised and passed.
  • 2. Munachiso Anyanwu – Full dissertation – ‘Experiences of the South African High School classroom: A case study of High school English classroom experiences of student-teachers of English at a university in KwaZulu-Natal‘ – Dissertation - successfully supervised and passed.
  • 3. Goodwill Ntaka – Full dissertation – ‘Experiences of teaching music as a component of the arts and culture learning area in the senior phase’ – co-supervision with Dr Yoliswa Nompula Dissertation - successfully supervised and passed.
  • 4. Sibenzile Mbhele - Full dissertation – ‘Reading Habits of First Year Students at a University of Technology in KwaZulu-Natal’ - successfully supervised and passed.
  • 5. Rochelle Dorasamy (full dissertation) – ‘Reading habits of grade 6 pre-adolescents at a primary school in Ottawa, KwaZulu- Natal’ – successfully supervised and passed.

Submitted for examination – awaiting results

  • 1. Amendhree Pillay (full dissertation) – ‘Teaching and learning strategies used by teachers of English at a high school in the Mariannhill area, KwaZulu-Natal: A case study of English home language teachers teaching second language learners’

Currently supervising

Masters

  • 1. Andile Ngidi (full thesis) – ‘Teachers’ experiences of teaching poetry to English First Additional Language learners: A case study of four high school teachers in KwaZulu-Natal’
  • 2. Jennifer Sheokarah (full thesis) – ‘Final-Year Student Teachers’ Perceived Preparedness to Teach English’
  • 3. Sunita Singh (full thesis) – to be confirmed

PhD

  • 1. Khanyisile Schroeder – ‘Factors affecting English language proficiency: A case study of a form four classroom in Swaziland’
  • 2. Sibongile Hadebe – ‘Code-switching in the English First Additional Language classroom: A case study of four rural high school teachers in Umbumbulu, KwaZulu-Natal’
  • 3. Peter Merisi – ‘Experiences and perceptions of learning grammar in South African high schools’ (topic in progress)
  • 4. Zandile Hlatshwayo – ‘Academic needs and expectations of language education students at an historically Black university in the context of transformation’
  • 5. Thembekile Msibi – ‘The Assessment Practices of Teachers Teaching siSwati Poetry in Selected Senior Secondary Schools of the Lubombo Region in Swaziland’
  • 6. Munachiso Anyanwu – ‘Language Learning Journeys: Narratives of Five Igbo Teachers in Nigeria’

Community Involvement/Outreach

Writing Workshops

  • 2017 Mentor Writer on the Come Write With Me (CWWM) 2017 Writing for Publication Workshops – invited by University Education Induction Programme: UKZN Extended Learning - writing 2 articles with 2 novice writers
  • 2016 Participant Observer/ Mentor Writer on the Come Write With Me (CWWM) 2016 Writing for Publication Workshops – University Education Induction Programme: UKZN Extended Learning - wrote 3 articles with 3 novice writers and 2 mentor co-writers
  • 2015 Co-facilitator with Prof. Michael Samuel of a 2-Day Writing Retreat for Health Science academics (invited by the Office of the Dean of Teaching and Learning: College of Health Sciences, UKZN)

Conference Organising Committees

  • 2016: University Teaching and Learning (UTLO) Conference (Thematic Strand Co-ordinator; Abstract reviewer)
  • 2015: Colloquium on Language Education in Curricula and African Languages Pedagogy (Venue bookings; Abstract review; Conference Editor; Programme Compiler)
  • University Teaching and Learning (UTLO) Conference (Thematic Strand Co-ordinator; Abstract reviewer)
  • 2014: South African Education Research Association (SAERA) Conference (Programme Committee; Conference Editor)
  • English Academy of South Africa Conference (EASA) (Abstract Review; Programme and Abstract Book Compilation; Conference Editor; Liaison person with keynote speakers; Approving Venue Logistics)

Teacher Workshops for the Department of Education, KwaZulu-Natal

  • 2015: Four (4) Teacher Workshops on Promoting Reading in the Primary School
  • 1998: Some approaches to the teaching of Mbongeni Ngema’s “Woza Albert”
  • 1996: Teaching Zakes Mda’s “We Shall Sing for the Fatherland”
  • 1989: Arriving at “The Rivals”

Other Community Engagement Projects

  • 2013; 2014 Consultant to the Community Development Association at UKZN in association with Rotaract
  • 2010 – 2016 Organise and facilitate the Time of the Writer at Edgewood in association with the Centre for Creative Arts (UKZN) annually
  • 2012 Invited Prof. Peter Strauss to address the Languages staff on ‘Reading, writing and teaching poetry’ – Prof Strauss is a professor of English Studies and has written From Beowulf to Prufrock: One Thousand Years of English Writing
  • 2010 Invited Prof. Amritjit Singh to address and workshop the Languages staff – Prof Singh is a Langston Hughes Professor of English at Ohio University, USA and senior editor for the MELA (Multi-Ethnic Literatures of the Americas) Series from Rutgers University Press.
  • 1993 – 1999: Choir Mistress at Durban Girls’ Secondary School – performed at school and external functions e.g. at hospitals, launches, events
  • 1996: Multicultural Multilingual Education (lecture to Final Year Education Students: Natal University, Durban
  • 1996 – 1997: Preparing for the Matric Examinations on Radio Lotus
  • 1982; 1983: University and Community Theatre productions 

Publications/Selected Publications (2014 – 2016)

Journal Articles

  • Pillay, A. 2015. Using participatory action research with student teachers in a South African English Education lecture-room: Methodological implications. Journal of Education. 61, pp.73-91.
  • Pillay, A. 2015. Interrogating gender inequality to address gender violence: Using literary texts as catalysts in an English Education lecture-room. Agenda. Empowering women for gender equity. pp. 1-8.
  • Pillay, A. 2015. Transformative and critical education praxis in a teacher education lecture-room. Education as Change.19(3) pp. 4-23.
  • Pillay, A. 2014. Harnessing students’ capital to teach and learn: Responsive pedagogies to implement change in a higher education lecture-room. Alternation. Special Edition (12). pp. 77-89.
  • Pillay, A. 2014. Using collaborative strategies to implement critical pedagogy in a higher education lecture-room: Initiating the debate. South African Journal of Higher Education. 28(1). pp. 1-9. (Lead article)

Journal articles

  • Pillay, A. 2015. Using participatory action research with student teachers in a South African English Education lecture-room: Methodological implications. Journal of Education. 61, pp.73-91.
  • Pillay, A. 2015. Interrogating gender inequality to address gender violence: Using literary texts as catalysts in an English Education lecture-room. Agenda. Empowering women for gender equity. pp. 1-8.
  • Pillay, A. 2015. Transformative and critical education praxis in a teacher education lecture-room. Education as Change.19(3) pp. 4-23.
  • Pillay, A. 2014. Harnessing students’ capital to teach and learn: Responsive pedagogies to implement change in a higher education lecture-room. Alternation. Special Edition (12). pp. 77-89.
  • Pillay, A. 2014. Using collaborative strategies to implement critical pedagogy in a higher education lecture-room: Initiating the debate. South African Journal of Higher Education. 28(1). pp. 1-9. (Lead article)
  • Pillay, A. 2010. Embracing multiliteracy for teaching and learning in higher education. South African Journal of Higher Education. 24(5). pp. 771-781
  • Pillay, A. & Wassermann, J. 2006. History education through drama - a preliminary investigation. Yesterday and Today Special Edition.
  • Pillay, A. 1994. Mbongeni Ngema on ‘Woza Albert’. Dramteach: A Journal for Drama Teachers. 1(1).

Book chapter

  • Wood, L., Crotty, Y., Dean, C., du Toit, P., Farren, M., James, A., Mafa, M., Mokhele, P. & Pillay, A. 2017. A Snapshot of Action Research in and by Higher Education in Southern Africa: Using participatory action research in a higher education lecture-room for a transformation agenda. In L. Rowell (ed.). Palgrave International Handbook of Action Research (in print).

Conference proceedings

  • Pillay, A. 2013. Student teachers of literature becoming agents of change - International Council of Philosophical Inquiry with Children XVI Conference Proceedings - University of Cape Town, South Africa
  • Pillay, A. 1997. Thinking, Listening Outcomes – English Language Education Trust Conference Proceedings - Natal University
  • Pillay, A. 1997. ‘A post mortem on the 1996 Speech and Drama paper’ – The Daily News.
  • 1996: “Listening Skills” – English Language Education Trust Conference Proceedings - Natal University
  • Pillay, A. 1995. “An inexpensive and fun way into teaching language” – English Language Education Trust Conference Proceedings - Natal University

Newspaper articles

  • Pillay, A. 1996; 1997. ‘Study Tips and Exam Preparation for Std 10 Speech and Drama learners’. Post Natal newspaper.

Conference Presentations

  • 2016 Pillay, A. Special Interest Group Panel Discussion: How can Action Research help us to re-imagine education and educational research? Paper presented at the South African Education Research Association Conference, Cape Town, South Africa.
  • 2015 Wood, L., Esau, O., Dean, C., James, A. & Pillay, A. A snapshot of action research in higher education in Africa. Paper presented at 9th Action Learning Action Research and 13th Participatory Action Research World Congress, Centurion, South Africa.
  • 2014 Pillay, A. Using literary texts to engage with social justice issues. Paper presented at the English Academy of Southern Africa International Conference, Durban, South Africa.
  • 2014 Pillay, A. Research for the students by the students: Participatory Action Research in a university lecture-room. Paper presented at the South African Education Research Association Conference, Durban, South Africa.
  • 2013 Pillay, A. Student teachers of literature becoming agents of change. Paper presented at the International Council of Philosophical Inquiry with Children XVI Conference, Cape Town, South Africa.
  • 2013 Pillay, A. Using collaborative teaching and learning to implement critical pedagogy in a higher education lecture-room. Paper presented at the 7th University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
  • 2011 Pillay, A. This is how I do it: Teachers of literature tell their stories. Paper presented at the English Academy of South Africa International Golden Jubilee Conference, Cape Town, South Africa.
  • 2011 Pillay, A. Participatory action research for communal, co-operative learning and agency in teacher education. Paper presented at the 5th University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
  • 2010 Pillay, A. Be the change you want to see in the world: Changing teachers, changing worlds. Paper presented at the Action Research Conference, Port Elizabeth, South Africa.
  • 2009 Pillay, A. Embracing multiliteracy for teaching and learning in higher education. Paper presented at the 3rd University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
  • Pillay, A. History through drama. Paper presented at the Histerix Symposium, Kearsney College, South Africa.
  • 2007 Pillay, A. Using drama strategies to fire the historical imaginations in learners. Paper presented at the South African Society of History Teachers Conference, Durban, South Africa.
  • 2006 Pillay, A. Involve me and I will learn – The use of drama strategies in the language classroom. Paper presented at the South African Association of Language Teachers Conference, Durban, South Africa.
  • 2006 Pillay, A. A case for history through drama in the rural context. Paper presented at the Rural Teacher Development Conference, Durban, South Africa.
  • 1997 Pillay, A. Thinking, Listening Outcomes. Paper presented at the English Language Education Trust Conference, Durban, South Africa.
  • 1996 Pillay, A. Listening Skills. Paper presented at the English Language Education Trust Conference, Durban, South Africa.
  • 1995 Pillay, A. An inexpensive and fun way into teaching language. Paper presented at the English Language Education Trust Conference, Durban, South Africa.

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