School of Education Academic, Professor Kathleen Pithouse-Morgan, presented on her eighth edited book during an international symposium at the American Educational Research Association (AERA) Annual Meeting in New York recently. 

This prominent annual conference is regarded as the largest gathering of scholars in the educational research field, with approximately 17 000 participants in 2018. At the symposium, Pithouse-Morgan presented along with the four other editors of the recently published book, Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay (Springer, 2018).

This book offers a collection of original, peer-reviewed studies by scholars working in Belgium, the Netherlands, South Africa, and the United States of America (USA) to develop a knowledge base of teaching and facilitating self-study research methodology.

Further, it details and interconnects perspectives and experiences of new self-study researchers and their facilitators, in self-study communities in different countries and across different continents.

Said Pithouse-Morgan, ‘Overall, this book demonstrates the impact of self-study research and validates the authenticity and generative professional applications of self-study methodology for and beyond teacher education, providing implications and recommendations for practitioners on a global level.’ 

Pithouse-Morgan and Professor Anastasia Samaras of George Mason University (USA) co-edited a section of the book that extends self-study research across multiple disciplines and across continents. The authors of the chapters of this section are academics from George Mason University and from several South African universities engaged in the Transformative Educational Studies (TES) project.

In addition to her presentation at the symposium, Pithouse-Morgan gave a co-authored paper that offered a collaborative arts-informed analysis of the Transformative Educational Studies (TES) project. Since 2011, the TES project has brought together approximately 40 educators from diverse South African university contexts through face-to-face and online conversations and self-study research that seeks to generate positive change at individual, institutional, and societal levels.