Degrees Held
- B.A. (U.H.D.E) University of Durban-Westville, 1982)
- B.Ed (hons) UNISA, 1992
- Masters in Teacher Education, University of Durban-Westville, 1998
- Ph.D. Education, University of Durban-Westville, 2003
Interests
- Self-Reflexive Methodologies
Narrative Inquiry, Autoethnography, Self-Study - Arts-based Educational Research
- Memory Work
- Posthumanism, New Materialism
- Object Studies
- Identity Studies
- Teacher’s lives
- Visual Research
- Teacher identity
- Professional Learning
- Postgraduate pedagogy
- Creative Thinking
- Memory Work
- Pedagogy of Becoming
- Teacher Thinking
- Teacher Work
- Teacher Knowledge
Selected
Publications
- Pillay, D., Pithouse-Morgan, K., Naicker, I., Masinga, L., Hiralaal, A., & Chisanga, T. (2022).
Social cohesion in public higher education: Working with objects in exploring academic
identities and fostering shared values across diverse contexts Creative Contribution: Social Cohesion in Public Higher Education 2021. - Book Series: Studies in Arts-Based Educational Research
- Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (Eds.)(2019). Memory Mosaics: Researching teacher professional learning through artful memory-work. Dordrecht, Netherlands: https://www.Springer.com/book/10.1007/978-3-319-97106-3
- Daisy Pillay, Naicker, I., & Pithouse-Morgan, K. (Eds). (2017). Object Medleys: Interpretative possibilities and educational research. Sense Publishers. Dordrecht | The Netherlands.https://www.sensepublishers.com/catalogs/bookseries/other-books/academic-autoethnographies/http://tinyurl.com/zshru2b. 978-94-6351. Pages 225
- Daisy Pillay, Naicker, I., & Pithouse-Morgan, K. (Eds). (2016). Academic Autoethnographies: Inside Teaching in Higher Education. Sense Publishers. Dordrecht | The Netherlands.https://www.sensepublishers.com/catalogs/bookseries/other-books/academic-autoethnographies/http://tinyurl.com/zshru2b
- Ramrathan, Pillay & Naicker (Eds)Working Between The Folds: School Leaders’
Reimagining School Life. Working Between The Folds: School Leaders’ Reimagining
School Life, edited by Labby Ramrathan, Daisy Pillay and Inbanathan Naicker, Nova
Science Publishers Inc. https://doi.org/10.52305/CCWG2441
- Perumal, J. & Pillay, D. (2003) The Bina Gumede story: exploring the ethics of researching the other. Agenda, No 51.(pp 92-100)
- Ramrathan, L.,Manik, S., & Pillay, D. (2007) transformational Access: The Upward Bound programme as a possibility for promoting access to higher Education. South African Journal of Higher Education.Vol. (21)4 2007. (pp 733 -752) Article number 11.
- Pillay, D., & Govinden, B. (2007) “In search of home”: Selected teacher narratives of hope, of love and etc. Journal of Education, 42,125-139. https://journals.co.za/doi/pdf/10.10520/AJA0259479X_40
- Pillay,G., Gokar,K., & Kathard, H. (2007) Reminders of Race, Reminders of Identities: Language as an Occasion for “Othering” in South African Classrooms. International Journal of Learning Volume14, Issue 8. (pp147 – 156)
- Karlsson, J., Balfour R.J., & Moletsane, L., & Pillay, G. (2009). Researching postgraduate educational research. SAJHE 23(6) pp
- De Lange, N, Mitchell, C., Moletsane, R., Bhana, D., Balfour, R., Wedekind, V.,
- Pillay, G. and Buthelezi, T. (2010) Every voice counts: Towards a new agenda for schools in rural communities in the age of AIDS. De Lange, N., Mitchell, C., Moletsane, R., Balfour, R., Wedekind, V., Pillay, G. and Buthelezi, Education as Change, Volume 14(1): pp. S45–S55.
- de Lange, N., Pillay, D., & Chikoko, V. (2011) : Doctoral learning: A case for a cohort model of supervision and support. South African Journal of Education – EASA, Vol. 31: pp15-30
- Pillay, D. & Balfour, R.J. (2011): The challenges of supervision: autonomy and voice in education theses production in selected South Africa Higher Education Institutions: 1995-2004. SAJHE 25(2).
- Karlsson, J. & Pillay, D. (2011) Africanising scholarship: the case of UDW, Natal and KZN postgraduate educational research (1995-2004) SAJHE 25(2).
- Nkambule, T., Balfour,R.J., Pillay, D., & Relebohile, M.(2011)Rurality and Rural Education: discourses underpinning rurality and rural education research in South African postgraduate education research 1994-2004. SAJHE 25(2).
- Pillay, D., & Saloojee, S. (2012). Revisiting Rurality and Schooling: A Teacher’s Story. Special edition: Rural Education and Rural Realities: The politics and possibilities of rural community based research in Southern Africa. Perspectives in Education. 30(1):pp 43-52
- Pithouse-Morgan, K.; Morojele, P.; Pillay, D.; Naicker, I. & Chikoko, V. (2012). “The air is hostile…” Learning from an African international postgraduate student’s lived stories of a university campus as a pedagogic setting. Alternation, 19 (2), 73-93.
- *Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2012). Editorial: Memory and pedagogy special issue. Journal of Education (54), 1-6.
- Pillay D. & Karlsson, D. (2013). New spaces for researching postgraduate education research in South Africa. South African Journal of Education, 33(3), 1-18.
- Naicker, I., Morojele, P., Pithouse-Morgan, K., Pillay, D., & Chikoko, V. (2014). Moving towards curriculum intellectualising in the context of divergent notions of African scholarship. African Studies, 1-13. Retrieved from http://www.tandfonline.com/eprint/T67b9PiFS9mysEvT3XTk/full doi:10.1080/00020184.2014.922273
- *Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014). Editorial: Enacting reflexivity in educational research. Educational Research for Social Change (ERSC), 3(2), 1-4. Retrieved from http://ersc.nmmu.ac.za/articles/Vol_3_No_2_Editorial_pp_1_to_4_November_2014.pdf
- *Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014). Editorial: Self-study of educational practice: Re-imagining our pedagogies. Perspectives in Education, 32(2), 1-7. Retrieved from http://www.perspectives-in-education.com/ViewPublication.aspx?PublicationID=23
- Pithouse-Morgan, K., Naicker, I., Chikoko, V., Pillay, D., Morojele, P., & Hlao, T. (2014). Entering an ambiguous space: Evoking polyvocality in educational research through collective poetic inquiry. Perspectives in Education, 32(4), 149-170. Retrieved from http://reference.sabinet.co.za/document/EJC164251
- Rawlinson, W., & Pillay, D. (2014). ‘The forms of our knowing are “moving”’: A reflexive lens on the self-study supervision relationship. Alternation, 12, 283-305 Retrieved from http://alternation.ukzn.ac.za/Files/docs/21%20SpEd12/12%20Wen.pdf
- Kathard, H; Pillay, D., & Pillay, M. (2015). “Optimising Teacher-Learner Interactions: Strengthening SLP interventions in classrooms” Language, Speech, and Hearing Services in Schools. (LSHSS). Retrieved from http://lshss.pubs.asha.org/justaccepted.aspx doi:10.1044/2015_LSHSS-14-0022
- Ross, A., & Pillay, D. (2015). Portrait of a rural health graduate: exploring alternative learning spaces. MEDICAL EDUCATION, 49, 499–508 doi: 10.1111/medu.12676 www.mededuc.com discuss
- Pillay, D & Ngubane, S. (2015). “Prison is not a good place …” Learning from dilemmas surrounding an inmate’s experience, Agenda29(4)pp.24-31 Agenda, Volume 29, 4, 2 pp. 24-1(8):DOI: https://doi.org/10.1080/10130950.2015.1096094
- Pithouse-Morgan, K., Naicker, I., Pillay, D., Masinga,L., & Hlao, T(2015): ‘Sink or swim?’: Learning from stories of becoming academics within a transforming university terrain. SAJHE
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (2015). Editorial: Academic autoethnographies: Becoming and being a teacher in diverse higher education settings. Journal of Education, 62, 1-5.
- Ramrathan, L.& Pillay, D. (2015) Re-Imagining and Expanding the Discourse of Student Access, Throughput and Drop-Out within the South African Higher Education Context. Alternation 17 pp. 6 – 27 6 ISSN 1023-1757.
- Pillay, D. Naicker, I & Pithouse-Morgan (2016). Writing Academic Autoethnographies: Imagination, Serendipity and Creative Interactions. In (Pillay, D., Pithouse-Morgan, K. and Naicker, 1.(Eds) Academic Autoethnographies Inside Teaching in Higher Education. Sense Publishers, Rotterdam, Netherlands. https://www.sensepublishers.com. http://tinyurl.com/zshru2b
- Pillay, D. and Ross, A. (2016). Towards a broader understanding of selection of students to train as health care. South African Journal of Higher Education, 30, 256-276 http://dx.doi.org/10.20853/30-4-591
- Pithouse-Morgan,,Naicker, I., & Pillay, D., Masinga, L., & Hlao(2016) ‘Sink Or Swim?’: Learning From Stories Of Becoming Academics Within A Transforming University Terrain. South African Journal of Higher Education Volume 30 | Number 1 |
- Pillay,D., Pithouse-Morgan, K., & Naicker, I. (2017). Self-Knowledge Creation Through Collective Poetic Inquiry. Cultural Studies-Cultural Methodologies, 17(3) 262–265 doi: 10.1177/1532708617706118 journals.sagepub.com/home/csc
- Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2017). “Knowing what it is like”: Dialoguing with multiculturalism and equity through collective poetic autoethnographic inquiry. International Journal of Multicultural Education, 19(1), 125-143. Retrieved from http://ijme-journal.org/index.php/ijme/article/view/1255/1167. DOI: 10.18251/ijme.v19i1.1255
- Pillay, D. & Ngubane, S. (2019). An African child inmate’s stories of schooling and the possibilities for self-change and self-care. PiE 36(2).
- *Pillay, D., Pithouse-Morgan, K. & Naicker, I. (2019). Editorial: “Not just an object”: Making meaning of and from everyday objects in educational research for social change. Educational Research for Social Change, 15, vii-xii.
- Pillay, D. (2020). Recreating a graduate supervisor through art making: An autoethnographic Study. Journal of Autoethnography, 1(1), 99-104.
- *Pithouse-Morgan,,Pillay, D.,,Naicker, I., & Masinga, L.(2020). Editorial: Exploring possibilities through methodological inventiveness in self-reflexive educational research. Journal of Education, 2020Issue 78, http://journals.ukzn.ac.za/index.php/joe doi: http://dx.doi.org/10.17159/2520-9868/i74a07
- Mitchell, C., Pithouse-Morgan, K., & Pillay, D. (2020). Mosaic-ing Memory in Teacher Education and Professional Learning: Imagining Possibilities for Collective Memory-Work. Memory Work as a Form of Education. https://www.othereducation.org/index.php/OE/article/view/252
- Naicker, I., Pillay, D., & Blose, S.(2020). Restorying lived lives in educational research: Storybording as a creative space for scholarly thinking in narrative analysis. Journal of Education, 80, 126-141 http://dx.doi.org/10.17159/2520-9868/i80a07
- Bhana, D.,Janak, R., Pillay, D., & Ramrathan, L. (2021). Masculinity and Violence: Gender, Poverty and Culture in a Rural Primary School in South Africa. International Journal of Educational Developmenthttps://doi.org/10.1016/j.ijedudev.2021.102509
- Pillay, D.,Charteris, J., Nye, A., & Foulkes, R.(2021) Posthuman COV-llaboration: Enfleshing Encounters of Connectedness Through Imaging Memory. International Journal of Qualitative Methods 20: 1–11 DOI: 10.1177/16094069211050162 journals.sagepub.com/home/ijq
- Ruthanam, M., Reddy, P., & Daisy Pillay (2021). Teachers’ Choices of Teaching Methods
for Environmental Education: A case study of Life Skills teachers at a primary school in South Africa. Southern African Journal of Environmental Education, 37(1), 124-142. DOI 10.4314/sajee.v37i3.9 - Abrahams, K., Mallick, R,. Pillay, D., & Kathard, H. (2021). Artful Representations as
Productive Resistance: Researcher Learnings in Expanding Boundaries of Critical
Methodology in Speech-Language Pathology. International Journal of Qualitative Methods.
20, pp 1-9. DOI: 10.1177/16094069211047825 - Pillay, D., Pithouse-Morgan, K., Naicker, I., Masinga, L., Hiralaal, A., & Chisanga, T. (2022).
Social cohesion in public higher education: Working with objects in exploring academic
identities and fostering shared values across diverse contexts. University of KwaZulu-Natal. - Charteris, J., Nye, A., Pillay, D., & Foulkes R. (2023). Affirmative Ethics in the COVID-19
Moment: Perplexities, Paradoxes, and Surprises Cultural and Pedagogical Inquiry – Special
Issue Post-Humanism: A Desire for a New Humanity 14(1). (in process)
- Chapter 8: Changing Patterns of Teacher Education in South Africa. Policy, Practice and Prospects (2003). The University of Durban Westville: Face to Face Initial Teacher Education Degree Programmes – (with Prof M. A Samuel) In Changing Patterns in teacher Education. Keith Lewin, M.Samuel, Y. Sayed(Eds) Heinemann
- Pillay, D & Govinden, B. (2008): An Exhibit of Metamorphosis. In Putting People in the Picture: Visual methodologies for social change. Editor(s): de Lange, N. Mitchell, C Stuart, J (Eds.)
- Pillay, D. (2009). A cubist narrative: Producing different knowledges with successful teachers. In R. Dhunpath & M. A. Samuel (Eds.), Life history research: Epistemology, methodology and representation (pp.115–134). Sense Publishers.
- Pillay, D (2009): A cubist Narrative: Producing different knowledges with successful teachers. In Dhunpath, R., & Samuel, M.A. (Eds.): Life History research – Epistemology, Methodology and Representation. Sense Publishers(pp115-134),
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2017). Composing object medleys. In D. Pillay, K. Pithouse-Morgan, & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research (pp. 1-8). Sense Publishers
- Pillay, D., Pithouse-Morgan, K., (2016). A Self-Study of Connecting through Aesthetic Memory-Work . Pillay, D., & Pithouse-Morgan, K. (2016). A self-study of connecting through aesthetic memory-work. In J. Kitchen, D. Tidwell & L. Fitzgerald (Eds.), Self-study and diversity (Vol. 2, pp. 121-136). Rotterdam: Sense.
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2017). Composing Object Medleys. In Pillay, D, Pithouse-Morgan, K & Naicker, I(Eds.). Object Medleys: Interpretive Possibilities for Educational Research. Rotterdam, Netherlands. (pp 1-8) https://www.sensepublishers.com. http://tinyurl.com/zshru2b SENSE Publishers.
- El Muhammady, F.L., Rawlinson, W., & Pillay, D. (2017) Mount Merapi and the Trencadís Bench: Negotiating Personal–Professional Identities Through Working With Photographs as Treasured Objects. In Pillay, D, Pithouse-Morgan, K & Naicker, I(Eds.). Object Medleys: Interpretive Possibilities for Educational Research. , Rotterdam, Netherlands. https://www.sensepublishers.com. http://tinyurl.com/zshru2b(pp.163-174) SENSE Publishers. 978-94-6351
- Chisanga,T., Ashu,G., Mavume, P., Dhlula-Moruri, M., Khatry-Chhetry, M., Rajkaran, S., Mulenga,L., Sotshangane, N., Gonsalves, N., du Toit, P., & Pillay, D. (2017). The Vanda, the Rose, and the Baobab: Inspirational Display Objects as Fertile Sites for Opening up Narratives of Teacher Researcher Professional Identities. In Pillay, D, Pithouse-Morgan, K & Naicker, I(Eds.). Object Medleys: Interpretive Possibilities for Educational Research. https://www.sensepublishers.com. http://tinyurl.com/zshru2b SENSE Publishers.
- Starr, L.J., Rasool, J., Raissadat, H., Pillay, D., (2017). A Tin Bath, a Cooking Pot, and a Pencil Holder: Object–Self Dialogue in Educational Research. In Pillay, D, Pithouse-Morgan, K & Naicker, I(Eds.). Object Medleys: Interpretive Possibilities for Educational Research.. https://www.sensepublishers.com. http://tinyurl.com/zshru2b SENSE Publishers.
- Pithouse-Morgan, K., Muthukrishna, A., Pillay, D., Van Laren, L., Chisanga, T., Meyiwa, T., Moletsane, R., Naicker, I., Singh, L. & Stuart, J. (2015). Learning about co-flexivity in a trans-disciplinary self-study research supervision community. In A. Samaras & K.J. Pithouse-Morgan (Eds.), Polyvocal Professional Learning Through Self-Study (pp. 145-172). Sense Publishers.
- Pithouse-Morgan,K., Pillay, D., & Mitchell, C. (2019): Creating Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics: Researching teacher professional learning through artful memory-work. Springer. https://www.Springer.com/book/10.1007/978-3-319-97106-3
- Pillay, D., Naicker, S., & Rawlinson, W. (2019) “To Seek Out Something More”Knowing The Teacher-Researcher Self Differently Through Self-Narrative Writing And Found Photographs. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics: Researching teacher professional learning through artful memory-work. Springer. https://www.Springer.com/book/10.1007/978-3-319-97106-3
- Pillay, D., Ramkelewan, R., & Hiralaal, A. (2019). Collaging Memories: Reimagining Teacher-Researcher Identities and Perspectives. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics: Researching teacher professional learning through artful memory-work. Cham, Switzerland: Springer. https://www.Springer.com/book/10.1007/978-3-319-97106-3
- Pillay, D., Cullinan, M. & Moodley, L (2019). Creative Nonfiction Narratives and Memory Work: Pathways for Women Teacher-Researchers’ Scholarship of Ambiguity and Openings. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics: Researching teacher professional learning through artful memory-work. https://www.Springer.com/book/10.1007/978-3-319-97106-3
- Pithouse-Morgan, K., Masinga, L., Meyiwa, T., Naicker, I., Pillay, D., & Van Laren, L. (2018). Unfolding the “mysterious truth” of emotional entanglements in supervising self-study research: A collective arts-informed self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy (pp. 83-90). Herstmonceux, UK: Self-Study of Teacher Education Practices (S-STEP). (http://creativecommons.org/licenses/by-nc-nd/4.0/).
- Pillay, D., Sharan, S., & Hendrikse, J. (2020). Reconceptualising Fieldnotes: The Materiality of Making Knowledge for an Embodied, Dialogical, Creative Understanding of Self–Other. In Burkholder & Thompson, J (Eds). What about Fieldnotes? Approaches, Practices, and Ethical Considerations in Educational Research and Teaching. Routledge. https://doi.org/10.4324/9780429275821
- Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2022). Autoethnography as/in higher education. In T. E. Adams, S. Holman Jones, & C. Ellis (Eds.), Handbook of autoethnography (2nd ed.). Routledge. https://doi.org/10.4324/9780429431760-22.
- Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2022). Being and becoming human in higher education: A co-autoethnographic inquiry. In E. Lyle (Ed.), Re/humanizing education (pp. 31-42). Brill. https://doi.org/10.1163/9789004507593_004.
- Pillay, D. (2021) It’s Just Not About The Funding …’: Artful Research Learning For
Cultivating Creative, Reflexive, Ethical Ways Of Thinking About Schooling, Quintile[Ing]
And Teachers’ Lives. In Ramrathan, Pillay & Naicker (Eds)Working Between The Folds:
School Leaders’ Reimagining School Life. Working Between The Folds: School Leaders’ Reimagining School Life, edited by Labby Ramrathan, Daisy Pillay and Inbanathan Naicker, Nova Science Publishers Inc., ,https://doi.org/10.52305/CCWG2441 - Pillay, D., & Dube, N.(2021). “Crush the Chalk”: School Leader’s Co-Creative Networking
for Enhancing Schooling, Relations and Lives. In Ramrathan, Pillay & Naicker (Eds)Working Between The Folds: School Leaders’ Reimagining School Life. Working Between The Folds: School Leaders’ Reimagining School Life, edited by Labby Ramrathan, Daisy Pillay and Inbanathan Naicker, Nova Science Publishers Inc.https://doi.org/10.52305/CCWG2441 - Ramrathan, L., Pillay, D.,& Naicker, I.(2021) Quality Education and school experience in
South Africa: How far have we come? In Ramrathan, Pillay & Naicker (Eds.). Working
between the folds: School leaders’ reimagining school life. Nova Science Publishers, Inc. https://doi.org/10.52305/CCWG2441 - Pillay, D., Charteris, J., Nye, A., & Foulkes, R.(2021) Pushing Boundaries: Emancipatory
Collective Memory Work And Entangled Poetic Assemblages. Robert Hamm(Ed). Reader
Collective Memory-Work. Other Education Special Issue Collective MemoryWork:pp.1-10. - Pillay, D., & Govinden, D. (2022). Learning The Art Of Living Through Our Racialized
Lives Life Writing With Objects to Assert and Reclaim Care of the Self. In L. E. Bailey & KaaVonia Hinton(Eds), Racial Dimensions of Life Writing in Education , (pp.21–43) IAP publishing. - Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2022). Autoethnography as/in higher education.
In T. E. Adams, S. Holman Jones, & C. Ellis (Eds.), Handbook of autoethnography (2nd ed.).
Routledge.https://doi.org/10.1163/9789004507593_004 - Nye, A., Foulkes, R., Pillay, D., & Charteris, J. (2023). Shifting Work and Home
Spatialities: Connecting in and Through Arts-Based Research During the COVID-19
Pandemic in Mreiwed, H. Carter, M. Hashem, S. & C. Blake-Amarante (Eds). Making
connections in and through arts-based educational research, Studies in Arts-Based
Educational Research, vol 5. Springer,https://doi.org/10.1007/978-981-19-8028-2_3 - Pillay, D., Charteris, J., and Nye, A. (2023) Amplifying embodiedness through aesthetic life
writing: Fleshy encounters as spaces for enlivening synergy and creative scholarship as
academics Educational Embodiments–Life Writing the Body Information Age Publishing.
Community Engagement
M.Ed dissertation byJosphat Gamba Wafula- supervised by Prof L.Athiemoolam. Title: An artsbased comparative study of pre-service teachers’ perceptions of lecturers’ engagement with a humanising pedagogy. Nelson Madela University
• PhD by Ramona Budden. Title: Exploration of factors that inform curriculum Studies students to
use e-resources in conducting Masters of Education dissertations at a South African university.
Supervised by Dr S.B.Khoza. (UKZN)
• PhD by Marlene DeBeer. Title: “A visual and textual restoring of the diary of Susanna Cathrina
Smit (1799-1863)”University of Stellenbosch
• M.Ed Thesis by Cleopatra Ntombezinhle Mabaso. Title: Literacy Practices of English Second
Language First Year Students At A University Of Technology: A Narrative Inquiry
Supervised by Ansurie Pillay (UKZN)
• PhD by Clarence Nowellin Hendriks. Title: The views of Teachers on the influence of Quintile
based school categorisation on their professional identities: Implications for teaching and
learning.” Supervised by Prof Duku. University of Fort Hare
• M.Ed dissertation by Josphat Gamba Wafula- supervised by Prof L.Athiemoolam. Title: An artsbased comparative study of pre-service teachers’ perceptions of lecturers’ engagement with a
humanising pedagogy. Nelson Madela University
• PhD by Ramona Budden. Title: Exploration of factors that inform curriculum Studies students to
use e-resources in conducting Masters of Education dissertations at a South African university.
Supervised by Dr S.B.Khoza. (UKZN)
• 2018: M.Ed dissertation by Duduzile Queeneth Mthembu.Title: Facilitating creative writing
pedagogy with intermediate phase teachers: A subject advisor’s self –study. Supervised by Prof
Kathleen Pithouse-Morgan(UKZN).
• 2016: PhD by Devakumari Poovan. Title: Novice teachers’ discourses of teachers’ work.
Supervised by Prof Nyna Amin(UKZN).
Short title of project: Object Inquiry for Social Cohesion in Public Higher Education: Exploring Academic Identities and Fostering Shared Values Across Diverse Contexts.
Principal Investigator: Daisy Pillay (UKZN) Co-investigators: Inbanathan Naicker, Kathleen Pithouse-Morgan (all UKZN) Kathleen Pithouse-Morgan, For South African public higher education, social cohesion is a national priority. Academics within public higher education institutions have a responsibility to foster social cohesion. This proposed project will build on and expand prior research on object inquiry and academic identities to explore the applied and theoretical usefulness of objects in response to the national priority to act to increase social cohesion. The following research questions will guide the project: a. What can academics learn about personal and professional identities through object inquiry for social cohesion? b. How can object inquiry for social cohesion foster shared values and connections among academics in diverse contexts? c. What difference can object inquiry for social cohesion make to academics in public higher education?
Research outcomes: Online Exhibition: An open-access virtual project exhibition has been cre= ated to store and display data and facilitate virtual conversations. The online exhibition can be accessed at: https://socialcohesionexhibition.ukzn.ac.za; Special Guest Issue: Alternations Journal 2021:
Symposium and Visual Exhibition: Object Inquiry For Social Cohesion In Public Higher Education Symposium, Durban 8- 10 July 2019.
SHORT TITLE: Support for Local Scientific Events. Lead: Daisy Pillay together with Kathleen Pithouse-Morgan and Inbanathan Naicker Project name: “Not Just an Object”: Making Meaning of and from Everyday Objects in Educational Research.Funded by: The National Research Foundation (NRF). Principal Investigator: Daisy PIllay (UKZN) Co-investigators: Kathleen Pithouse-Morgan, Inbanathan Naicker (all UKZN).Nature of research: This project brings together local and international researchers and postgraduate students from multiple knowledge fields to a shared space in which subjects and objects, living and nonliving, entangle to open up understandings of the connections made between objects and the persons. The project aims to offer a way to rethink objects and subjects as interconnecting entities that can demonstrate the daily lived experiences of education and the objects used in personal and professional lives. Research outcomes: International research symposium, edited book.
Funded by: The UKZN University Teaching and Learning Office (UTLO). Principal Investigator: Daisy Pillay (UKZN Within the team of co-investigators, four are established academics with extensive experience in research project leadership, publications, and conference presentations (Prof. Pillay, Prof. Pithouse-Morgan, Dr Naicker, Prof. Chisanga). One of the female co-investigators is an African early career academic who is building her research profile (Dr Masinga). And another of the female co-investigators is an Indian early career academic who has recently graduated with a doctoral degree (Dr Hiralaal). The four experienced co-investigators will mentor these two emerging academics with respect to project management and facilitation, research, and publications.24 Nature of research: This project explored lived experiences of becoming and/or being an academic in relation to the pedagogic settings of twenty-first century universities in South Africa. It foregrounded higher education teaching through narratives of the academic self. Project: Inside Teaching: South African Academic Autoethnographies. Project leader: Dr Daisy Pillay- Coeditors: Dr Inbanathan Naicker and Dr Kathleen Pithouse-Morgan. Foreground higher education teaching through the academic. Each autoethnography will be a portrayal of first-person pedagogical reflections about being a teacher in South African higher education setting. The narratives will recount a series of life-changing, intellectual and emotional insights gleaned over different socio-political eras in South Africa.
Funded by: The National Research Foundation (NRF). Principal Investigator: Daisy PIllay (UKZN) Co-investigators: Kathleen Pithouse-Morgan, Inbanathan Naicker (all UKZN)
Nature of research: This project brings together local and international researchers and postgraduate students from multiple knowledge fields to a shared space in which subjects and objects, living and nonliving, entangle to open up understandings of the connections made between objects and the persons. The project aims to offer a way to rethink objects and subjects as interconnecting entities that can demonstrate the daily lived experiences of education and the objects used in personal and professional lives.Research outcomes: International research symposium, edited book.
Funded by: The UKZN University Teaching and Learning Office (UTLO). Principal Investigator: Kathleen Pithouse-Morgan (UKZN) Co-investigators: Daisy Pillay, Inbanathan Naicker, Lungile Masinga, Thabo Msibi (all UKZN).Nature of research: This project aimed to enhance research capacity in the domain of the scholarship of teaching and learning. Participants were early career academics or ‘new scholars’ (permanently appointed tutors or lecturers who were within the first five years of appointment) at the University of KwaZulu-Natal (UKZN) who were interested in collaborating to share good practices and solve shared problems in higher education teaching and learning. These participants were located within diverse academic disciplines and colleges within UKZN and formed a trans-disciplinary scholarship of teaching and learning community, focused on developing innovative and responsive pedagogies and generating novel conceptualisations. Research outcomes: Conference presentations, scholarly publications, UTLO Seminar
Funded by: The UKZN University Teaching and Learning Office (UTLO).
Principal Investigator: Daisy Pillay (UKZN) Co-investigators: Inbanathan Naicker, Kathleen Pithouse-Morgan (all UKZN) Kathleen Pithouse-Morgan.This project explored lived experiences of becoming and/or being an academic in relation to the pedagogic settings of twenty-first century universities in South Africa. It foregrounded higher education teaching through narratives of the academic self.
Research outcomes: An edited book, a themed journal issue, conference presentations
Project: Inside Teaching: South African Academic Autoethnographies. Project leader: Dr
Daisy Pillay- Coeditors: Dr Inbanathan Naicker and Dr Kathleen Pithouse-Morgan.
Foreground higher education teaching through the academic. Each autoethnography will be a
portrayal of first-person pedagogical reflections about being a teacher in South African higher
education setting. The narratives will recount a series of life-changing, intellectual and
emotional insights gleaned over different socio-political eras in South Africa.
International Network for Higher Education in Africa (INHEA) Higher Education Training and Development. University of Kwazulu-Natal, South Africa. Project leader: Damtew Teferra, Professor of Higher Education at the University of KwaZulu-Natal, South Africa (Co-investigators –Dr Daisy Pillay, Dr Kathleen Pithouse-Morgan, Reshma Subbaye, Rubby Dhunpath)
Project name: Memory & Teacher Development Studies
Funded by: The UKZN University Teaching and Learning Office (UTLO).
Principal Investigator: Kathleen Pithouse-Morgan (UKZN).Co-investigators: Daisy Pillay,
Jaqueline Naidoo, Marinda Swart (all UKZN)
Nature of research: Teacher Development Studies postgraduate students are researching
different aspects of memory-work, narrative inquiry and self-study, using visual and/or
language arts-based approaches. The UKZN researchers are conducting self-study research
into their supervisory practices. Research outcomes: Scholarly publications, conference
presentations, postgraduate degrees
Project name: Self-Reflexive Research Learning Community project. Funded by: The UKZN
University Teaching and Learning Office (UTLO). Principal Investigator: Kathleen PithouseMorgan (UKZN).Co-investigators: Daisy Pillay, Nithi Muthukrishna, Lorraine Singh,
Inbanathan Naicker, Relebohile Moletsane, Linda Van Laren (all UKZN) Nature of research: The project brings together 14 PhD and Master’s students and 8
supervisors from the UKZN School of Education who are working with self-reflexive
research methodologies, such as self-study of practice, auto-ethnography and narrative
inquiry. Participants attend regular research support meetings and have an online community. The aim is to facilitate an in-depth and critical engagement with self-reflexive and arts-based methodological approaches. The supervisors are also involved in conducting self-study research into their supervisory practices Research outcomes: Scholarly publications,
conference presentations, postgraduate degrees.
Funded by: The UKZN University Teaching and Learning Office (UTLO).
Principal Investigator: Kathleen Pithouse-Morgan (UKZN).Co-investigators: Daisy Pillay, Jaqueline Naidoo, Marinda Swart (all UKZN).Nature of research: Teacher Development Studies postgraduate students are researching different aspects of memory-work, narrative inquiry and self-study, using visual and/or language arts-based approaches. The UKZN researchers are conducting self-study research into their supervisory practices. Research outcomes: Scholarly publications, conference presentations, postgraduate degrees
Funded by: The UKZN University Teaching and Learning Office (UTLO). Principal Investigator: Kathleen Pithouse-Morgan (UKZN).Co-investigators: Daisy Pillay, Nithi Muthukrishna, Lorraine Singh, Inbanathan Naicker, Relebohile Moletsane, Linda Van Laren (all UKZN)
Nature of research: The project brings together 14 PhD and Master’s students and 8 supervisors from the UKZN School of Education who are working with self-reflexive research methodologies, such as self-study of practice, auto-ethnography and narrative inquiry. Participants attend regular research support meetings and have an online community. The aim is to facilitate an in-depth and critical engagement with self-reflexive and arts-based methodological approaches. The supervisors are also involved in conducting self-study research into their supervisory practices Research outcomes: Scholarly publications, conference presentations, postgraduate degrees
Funded by: National Research Foundation (NRF) Principal Investigator: Labby Ramrathan (UKZN). Co-investigators: Daisy Pillay, Inbanathan Naicker, Siphiwe Mythiyane. The broad object of the study is to explore the potential influence that school categorisations have on the identity, ethos, performance and leadership and management of schools with a view to develop a deeper understanding of the complexities of the educational experience.
Research outcomes: Edited Book: Working Between The Folds: School Leaders’ Reimagining School Life, Nova Science Publishers; Scholarly publications, conference presentations, postgraduate degrees
- Funded by: The UKZN University Teaching and Learning Office (UTLO).
Principal Investigator: Kathleen Pithouse-Morgan (UKZN) Co-investigators: Daisy Pillay, Inbanathan Naicker, Lungile Masinga, Thabo Msibi (all UKZN).Nature of research: This project aimed to enhance research capacity in the domain of the scholarship of teaching and learning. Participants were early career academics or ‘new scholars’ (permanently appointed tutors or lecturers who were within the first five years of appointment) at the University of KwaZulu-Natal (UKZN) who were interested in collaborating to share good practices and solve shared problems in higher education teaching and learning. These participants were located within diverse academic disciplines and colleges within UKZN and formed a trans-disciplinary scholarship of teaching and learning community, focused on developing innovative and responsive pedagogies and generating novel conceptualisations. Research outcomes: Conference presentations, scholarly publications, UTLO Seminar
“Promoting research literacy development among postgraduate students through the integration of research literacy support groups into the Teacher and Education and Professional Development discipline Honours and Masters coursework programmes.“
Funded by: The UKZN University Teaching and Learning Office (UTLO). Principal Investigator: Daisy Pillay (UKZN)
Co-investigators: Kathleen Pithouse-Morgan, Marinda, Swart (all UKZN)
Nature of research: This project sought to aid and promote research literacy development among postgraduate students specialising in Teacher Education and Professional Development (TEPD) through the integration of research literacy support groups into the TEPD Bachelor of Education Honours (BEd Hons) and Master of Education (MEd) programmes in the School of Education and Development on the Edgewood campus. These support groups will were run by academic staff and co-facilitated by senior postgraduate students (at Masters and PhD levels) in the TEPD discipline
Research outcomes: Research literacy support materials
Project leader – Prof Labby Ramrathan, Daisy Pillay and Sadhana Manik. The purpose of the study was to explore the phenomenon of student dropouts and academic exclusions within higher education institutions with a view to understanding this phenomenon within a transformational agenda. Research outcomes: Scholarly publications, conference presentations
Funded by NRF and the Ford Foundation.
Lead researcher: Robert Balfour. Coinvestigators: Jenni Karlsson, Relebohile Moletsane, Daisy Pillay and Peter Rule. This national Project researches information about postgraduate educational research (PER) in South Africa conducted over a ten-year period, namely 1995-2004, being the first decade in the democratic era for South Africa.
RNA-NRF: Every Voice Counts Project: Study Area One: Reflexive methodologies in
studying teachers’ lives in the age of AIDS(2007-2011)
Activity: The study seeks to capture the diverse lives of rural teachers through selected teachers’
life stories will which provide a lens through which the ‘figurations’ of relationships that the
teachers are part of, as well as the contextual factors shaping their lives, may be viewed. The
types of issues that will be explored include community relations, commuting, living in rural
areas, exclusion and ostracisation, roles as community resource workers, roles as development
workers and the particular discourses and practices that teachers adopt in their responsibility
as teachers in rural schools.
Research Project: Exploring Internationalisation of the University of KwaZulu-Natal and the enhancement of Knowledge Interchange within Africa. Funded by: The UKZN University Teaching and Learning Office (UTLO). Principal Investigator: Daisy Pillay (UKZN).Co-investigators: Kathleen Pithouse-Morgan, Inbanathan Naicker, Pholoho Morojele, Vitallis Chikoko (all UKZN)
Nature of research: The project focused on learning about Higher Education teaching and learning from local and international postgraduate students’ stories of experience at a South African university. The research involved visual and language arts-based approaches, such as collage, photo-voice and poetic inquiry. The researchers took a self-reflexive stance to consider the implications of these stories for their own pedagogic practices. Research outcomes: Scholarly publications, conference presentation
Project name: Promoting research literacy development among postgraduate students through
the integration of research literacy support groups into the Teacher and Education and
Professional Development discipline Honours and Masters coursework programmes
Funded by: The UKZN University Teaching and Learning Office (UTLO).
Principal Investigator: Daisy Pillay (UKZN)
Co-investigators: Kathleen Pithouse-Morgan, Marinda, Swart (all UKZN)
2012.
NRF-Thutuka: Enhancing communication in linguistically diverse classrooms: Collaborator: Harsha Kathard (Speech and Hearing)-UCT; Daisy Pillay (Teacher Education)-UKZN; Mershen Pillay (Dubhai)
Support for Local Scientific
Events. Lead: Daisy Pillay together with Kathleen Pithouse-Morgan and Inbanathan Naicker
- Multisite Teacher education Research Project. 1999 – 2003.(SA, Trinidad and Tabago,
Malawi, Lesotho and Botswana) Funded by DFID and CIE(university of Sussex) - NTNU (Norwegian University of Science and Technology) and Faculty of Education
Research Linkage Project 2005-2007 - Linnaes Palme Linkage Programme Co-coordinator (South Africa) Staff and student
exchange programme: University of Technology, Lulea, Sweden. 2004 – 2005. - Upward Bound Tracer Study Project (Phase One complete) 2005-2006. Institutional research.
Postgraduate Student
Supervision
- Mthembu, N Current Voices from inside school: A Departmental Head’s stories of lived experiences in the context of a pandemic Supervisor/ Co-supervisor
- Mhlope, Z. Current Professional Development Initiatives by Senior School Leadership Positions: Narratives of Heads of Department Sole Supervisor
- Hlatswayo, T. Current Narratives of TVET Lecturer’s Professional Learning Experiences for Enhancing Classroom Practices Sole Supervisor.
- Sphesihle Khumalo: 213548490. Title: Childhood Memories and Stories of my personal and professional Novice Teacher Selves. Institution University of KwaZulu-Natal (Edgewood campus) (Teacher Development Studies, 2020)
- Dlamini, N. Current Exploring the Identity and Learning of an African Female Teacher-Librarian at an Independent School: An Autoethnography Sole Supervisor
- Bux, R Current Novice Teachers stories of lived educational experiences: Negotiating the dilemmas of classroom practice during a pandemic. Sole Supervisor
- Sidleni, S. Current Exploring learning through communities of practice for professional growth: An autoethnography of an economics teacher in a rural school setting Sole Supervisor
- Govender, M. Completed 2020 Teachers’ stories of girl leadership empowerment in diverse primary Sole Supervisor
- Mashiloane, M. Completed 2020 Stories of lecturers’ lived educational experiences of Technical and Vocational Education and Training Sole Supervisor
- Khiali, I. Completed 2019 Teachers’ Stories of Girl Leadership Empowerment in Diverse Primary Schools Sole Supervisor
- Chirwa, N.D. Completed 2019 Exploring Collaborative Professional Relationships: Stories of Lecturers Working in TVET Colleges Sole Supervisor
- Ndlovu, S.M. Completed 2016 Teachers Cultivating Resilience In Learners Who Attend Schools in Rural Context: A Narrative Inquiry Sole Supervisor
- Chetty, J. Completed 2017 Completed Stories of Teachers’ Personal Practical Knowledge for Teaching in Diverse Classrooms: A Narrative Inquiry Main Supervisor
- Dube, N. Completed 2017 Stories of School Principals’ Lived Experiences in the Context of School Categorisation Sole Supervisor
- Tuta, C.L. Completed 2017 Conceptions of Teachers as Experts: Narrative Enquiry Sole Supervisor
- Moodley, I. Completed 2016 Success Stories of Teachers Teaching in Diverse Classrooms in the Foundation Phase: A Narrative Inquiry Sole Supervisor
- Pillay, L. Completed 2015 Narratives of Novice Teachers in a Private Catholic School Sole Supervisor
- Makhanya, P. Completed 2015 Conceptions of Teacher Commitment: A Narrative Inquiry of Primary School Teachers in Township Schools Sole Supervisor
- Ramadeen, V. Completed 2015 Exploring Teacher Learning Through Memory Work in a Teacher Development Studies Postgraduate Programme: A Narrative Inquiry Sole Supervisor
- Rajpal, R. Completed 2012 Educational Journeys of International Students Studying at UKZN: A Narrative Inquiry Sole Supervisor
- Singh, A. Completed 2012 Exploring Teacher Learning Among Teachers in Primary Schools In Rural Settings Sole Supervisor
- Sunker, J. Completed 2011 Exploring Teacher Learning in Primary Schools in Rural Settings in KZN Sole Supervisor
- Ramkelawan, R. Completed 2011 Narratives of International Students’ Learning Experiences Through Postgraduate Educational Research at the University of KwaZulu-Natal, UKZN Sole Supervisor
- Moonsamy, E. Completed 2011 What Keeps Teachers Motivated? An Exploration of Teachers’ Desire to Learn and Develop Sole Supervisor
- Donda, B.M. Completed 2011 Telling Lives: Rural Principals’ Constructions of Their Work as Intellectual Sole Supervisor
- Sheriff, U. Completed 2010 What Are We Learning? A Case of Teacher Learning in a South African School Post-1994 Sole Supervisor
- Ramawtar, M. Completed 2010 What’s a Teacher Anyway: A Construction of Teacher Self and Teacher Work in a South African Primary School Sole Supervisor
- Mkonza, B. Completed An Autoethnography of an Art Teacher Sole Supervisor
- Saloojee, S. Completed 2009 Portraits of Rural Schooling: “What Does It Mean To ‘Be And Do’ Teacher in a Rural School? Sole Supervisor
- Gcabashe, M. Completed 2009 Exploring Schools as a Site for Promoting a Culture of Non-Violence Sole Supervisor
- Shezi, V.S. Completed 2008 An Exploration of Teacher Experiences on Training and Development Through the Cascade Model Sole Supervisor
- Jacobs, L. Completed 2006 Teaching and Learning Practices of HIV/Aids: Teachers’ Perspectives Sole Supervisor
- Sheeren Saloojee. Number 207525974
Institution University of KwaZulu-Natal (Edgewood campus)
Level Doctorate in Higher Education-“Leaving Home” African Postgraduate Women’s
Experiences of Studying at a SA University - Freedom Chiororo 212558673. Institution University of KwaZulu-Natal (Edgewood campus).
Level Doctorate in Higher Education: Leadership For Learning In Zimbabwean Secondary
Schools: Narratives Of School Heads. - Sharan, S (Indian) Cote D’Ivoire/India
Number 212557948.Institution University of KwaZulu-Natal (Edgewood campus)
Intellectual Biographies of Exceptional Teachers Working in Three Different Countries:
Stories of Lives, Learning and Practices. - Shibdoyal, V (Mauritian) 213573495
Institution University of KwaZulu-Natal (Edgewood campus)
Teacher-Artist Dualism: Conceptions and Practices in Visual Art Teaching at the Secondary Level. - Ramkelawan, R. (2020) 8523462
Institution University of KwaZulu-Natal (Edgewood campus)
Personal- Professional Dilemmas: Stories of Teachers Lived Experience in the Context of School Quintiles. - Rawlinson, W (2018) Institution University of KwaZulu-Natal (Edgewood campus)
Exploring My Communication Pedagogy Practices in a Diverse Undergraduate Class at a University of Technology. - Ngubane, S(2017). Institution University of KwaZulu-Natal (Edgewood campus)
Adult Education ex Juvenile Prisoners’ Learning and Identity. - Gokar, K (2009)Institution University of KwaZulu-Natal (Edgewood campus)
Experiences of Teachers in Racially Diverse Schools: A Critical Race Perspective. - . Govender, R. (2013) Institution University of KwaZulu-Natal (Edgewood campus)
Narratives of Self-Directed Professional Development: Practices, Learnings and Change of Teachers in South African Schools. - Swart, M. E (2014)Institution University of KwaZulu-Natal (Edgewood campus)
On Becoming a Teacher: Novice Teachers’ Experiences of Early Professional Learning. - Moodley, T(2014). Institution University of KwaZulu-Natal (Edgewood campus)An
Exploration of the Curriculum in Three Early Childhood Centres in the Province Of KwazuluNatal, South Africa: A Case Study. - Ross, A.(2017) Institution University of KwaZulu-Natal (Edgewood campus)
HealthCare, Rurality and Education.
Teaching Expertise
- 2016 to present, University of KwaZulu-Natal, A/Professor, Teacher Development Studies
- 2005–2015, University of KwaZulu-Natal, Senior Lecturer, Senior Lecturer in Teacher Education and Professional Development
- 1999 – 2004, University of Durban-Westville, Permanent Lecturer, Lecturer in Integrated Art Education; Lecturer in Teacher Education and Professional Development
- 1996–1998, University of Durban-Westville, Contract Lecturer, Lecturer in Integrated Art Education
- 1983–1995, Department of Education, Educator, Visual Art teacher for 11 at the ML Sultan High School in Kwa Dukuza (Stanger) after teaching Art for two years at primary schools