School of Education

Daisy Pillay

Daisy Pillay

Position

Associate Professor

Discipline

Teacher Development Studies

Email

pillaygv@ukzn.ac.za

Contact Number

031-260-7598

Campus

Edgewood Campus

Office Address

Office No.: G323

University Teaching

  • 2013 NRF ‘C3’ Rating
  • 1997University research grant towards the Masters Programme
  • 1998 Seed Grant – Novice researchers
  • 2000-2003 NRF-Research Doctoral Scholarship Grant
  • 2004/5Linnaeus Palme Linkage Grant
  • Linnaes Palme Linkage Programme Co-coordinator (South Africa) Staff and student exchange programme: University of Technology, Lulea, Sweden. Project coordinator- South Africa University of LULEA, Sweden, funded by the (Student and lecturer). 2004-2006. Project leader and Co-coordinator, South Africa
  • 2011- 2013 Competitive Research Grant, UKZN, University Teaching and Learning Office
  • 2014-2015 –Book Project Research Grant, University of KwaZulu-Natal (UKZN), University Teaching and Learning Office
  • 2015-2017 -UK – South Africa Researcher Links Grants for Travel and Hosting of Scientirc Events

Professional Affiliations

  • American Educational Research Association (AERA)
  • South African Educational Research Association (SAERA)
Selected

Publications

  • Edited Books
  • Guest Edited Journal Issues
  • Chapters in Books
  • Peer Reviewed Conference Proceedings
  • Peer Reviewed Articles
  • 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
  • Chapter7: Daisy Pillay and Betty Govinden (2008): An Exhibit of Metamorphosis. In Putting People in the Picture: Visual methodologies for social change. Editor(s): Naydene de Lange, University of Kwa Zulu-Natal, South Africa, Claudia Mitchell, McGill University, Canada and Jean Stuart, University of Kwa Zulu-Natal, South Africa (Eds.)
  • Chapter 7A Daisy Pillay (2009): A cubist Narrative: Producing different knowledges with successful teachers. In Dhunpath, R., & Samuel, M.A. (Eds.): Life History research – Epistemology, Methodology and Representation. Rotterdam-Netherlands: Sense Publishers(pp115-134),
  • Daisy Pillay and Juliet Perumal Giving Voice:  A Curriculum Intervention Initiative for pre-service education.  India-Goa. 2002. Vol. 2. pp.163-171. Conference Proceedings for the CASTME-UNESCO-HBCSE International Conference on Science, Mathematics and Technology
  • Daisy Pillay (1998) Pre-service Art Education: Some policy, research and practice issues in International Trends in Teacher Education: Politics, Policy and Practice.  J.C. Perumal, M. Samuel, R. Dhunpath, J. Jansen & K. Lewin (Eds.).        1999. (ISBN 0-947445-41-2).
  • Juliet Perumal and Daisy Pillay (2003) The Bina Gumede story: exploring the ethics of researching the other. Agenda, No 51.(pp 92-100)
  • Labby Ramrathan, Sadhna Manik and Daisy Pillay (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.
  • Daisy Pillay and Betty Govinden (2007) “In Search of Home” - Selected Teacher Narratives of hope, of love and etc. Journal of Education, Number 42.
  • Daisy Pillay, Kiron Gokar, Harsha Kathard (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)
  • Jenni Karlsson R. Balfour R. Moletsane Pillay (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.
  • Naydene de Lange, Daisy Pillay and Vitallis Chikoko(2011) : Doctoral learning: A case for a cohort model of supervision and support. South African Journal of Education - EASA, Vol. 31: pp15-30
  • Daisy Pillay and Robert Balfour (2011): The challenges of supervision: autonomy and voice in education theses production in selected South Africa Higher Education Institutions: 1995-2004. SAJHE 25(2).
  • Jenni Karlsson and Daisy Pillay (2011) Africanising scholarship: the case of UDW, Natal and KZN postgraduate educational research (1995-2004) SAJHE 25(2).
  • Thabisile Nkambule, Robert J. Balfour, Daisy Pillay and Relebohile Moletsane (2011)Rurality and Rural Education: discourses underpinning rurality and rural education research in South African postgraduate education research 1994-2004. SAJHE 25(2).
  • Daisy Pillay and Sheereen Saloojee (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.
  • Chikoko, V., Pillay, D., Pithouse-Morgan, K.,Morojele, P. & Naicker, I. (2013). What access? Lived experiences of international postgraduate students from Africa studying in a South African university. Journal of Social Sciences. 37(2), 167-177.
  • 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, Harsha; Pillay, Daisy; Pillay, Mershen. (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 mededuc.com discuss
  • Pillay, Daisy & Sithembiso Ngubane (2015): “Prison is not a good place …” Learning from dilemmas surrounding an inmate's experience, Agenda http://dx.doi.org/10.1080/10130950.2015.1096094. 22 Oct 2015. 2015). ISSN: 1013-0950 (Print) 2158-978X (Online) Journal homepage: http://www.tandfonline.com/loi/ragn20
  • 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
  • Pithouse-Morgan, K., Muthukrishna, A., Pillay, G., 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). Rotterdam: Sense Publishers.
  • 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.
  • Daisy Pillay, Inbanathan Naicker and Kathleen Pithouse-Morgan.Writing Academic Autoethnographies: Imagination, Serendipity and Creative Interactions(2016). 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
  • Daisy Pillay and Ross, Andrew (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
  • Daisy Pillay & Kathleen Pithouse-Morgan,(2016). A Self-Study of Connecting through Aesthetic Memory-Work In J.Kitchen, D. Tidwell,and L. Fitzgerald(Eds), Self-Study and Diversity II: Inclusive Teacher Education for a Diverse World, Sense Publishers, Rotterdam, Netherlands. https://www.sensepublishers.com. http://tinyurl.com/zshru2b
  • Kathleen Pithouse-Morgan, Naicker, Pillay, Masinga and 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
  • Daisy Pillay, Kathleen Pithouse-Morgan and Inbanathan Naicker(2017). Self-Knowledge Creation Through Collective Poetic Inquiry. Cultural Studies-Cultural Methodologies. SAGE Publications. DOI: 10.1177/1532708617706118.
  • 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 
  • Daisy Pillay, Kathleen Pithouse-Morgan, and Inbanathan Naicker(2017). Composing Object Medleys. 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 SENSE Publishers.
  • Fauzanah Fauzan El Muhammady, Wendy Rawlinson and Daisy Pillay 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 SENSE Publishers.
  • Theresa Chisanga, Gladys Ashu, Pamela Mavume, Mandisa N. Dhlula-Moruri, Mukund Khatry-Chhetry, Sookdhev Rajkaran, Lazarus Mulenga, Nkosinathi Sotshangane, Nareen Gonsalves, Peter du Toit, and Daisy Pillay(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. , Rotterdam, Netherlands. https://www.sensepublishers.com. http://tinyurl.com/zshru2b SENSE Publishers.
  • Lisa J. Starr, Zanib Rasool, Haleh Raissadat, and Daisy Pillay(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. , Rotterdam, Netherlands. https://www.sensepublishers.com. http://tinyurl.com/zshru2b SENSE Publishers.
  • Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2017). Composing Object Medleys Object medleys: Interpretive possibilities for educational research (pp. 1-8). Rotterdam, Netherlands: Sense Publishers. https://www.sensepublishers.com. http://tinyurl.com/zshru2b
  • Kathleen Pithouse-Morgan, Daisy Pillay, And Claudia Mitchell (2018 Forthcoming): 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. Cham, Switzerland: Springer.
  • Daisy Pillay, Sagie Naicker, And Wendy Rawlinson(Forthcoming) To Seek Out Something MoreKnowing 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. Cham, Switzerland: Springer.
  • Daisy Pillay, Reena Ramkelewan, and Anita Hiralaal (forthcoming). 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.
  • Daisy Pillay, Mary Cullinan, and Leighandri Moodley (forthcoming). 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. Cham, Switzerland: Springer.
  • Pithouse-Morgan, K., Masinga, L., Meyiwa, T, Naicker, I., Pillay, D. and van Laren, L(2018)Unfolding the “mysterious truth” of emotional entanglements in supervising self-study research: A collective arts-informed self-study. In Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy, Herstmonceux, UK: S-STEP, ISBN: 978-0-473-35893-8 (http://creativecommons.org/licenses/by-nc-nd/4.0/).
International and National

Conferences

  • Labby Ramrathan, Daisy Pillay and Inbanathan Naicker(2018). “We are because we do: Thinking with Deleuze in transforming schools through re-imagining school leadership in the context of school categorization. AERA 201 8 (American Educational Research Association). Transforming Schools through Community Driven Organizational – Roundtable 1- 12-17th April, Midtown Mahattan-New York.
  • NAME OF SPECIAL INTEREST GROUP (SIG): Self-Reflexive Methodologies. TITLE OF SIG PANEL SESSION: “Not just an object”: Making meaning of and from everyday objects in educational research for social change. 2017 SAERA 5TH ANNUAL CONFERENCE, BOARDWALK -HOTEL, PORT ELIZABETH
  • Pillay, K.Morgan-Pithouse and I. Naicker(2017) “The method was critical”: Collective poetic inquiry as productive resistance in academia, Daisy Pillay, University of KwaZulu-Natal, Kathleen Pithouse-Morgan, University of KwaZulu-Natal, and Inbanathan Naicker, University of KwaZulu-Natal. 13 International Congress of Qualitative Inquiry: May 17, 2017 – Saturday, May 20, 2017. University of Urbana at Illinois, Champaign
  • Pillay, K Morgan-Pithouse and I Naicker Thinking with objects: Teaching, learning, research and engagement in higher education. SAERA October 2017-  23 – 26 OCTOBER 2017 , BOARDWALK -HOTEL, PORT ELIZABETH
  • Masinga, L., Chirikure, T., Kolobe, L., Kortjass, M., Hadebe-Ndlovu, B., Mthembu, P., . . . PIllay, D. (2015). Re-imagining professional development for early career academics through arts-based collective self-study. Paper presented at the 9th Annual UKZN Teaching & Learning in Higher Education Conference: “Re-Imagining Higher Education Policy Implementation: Can Policy Learn from Practice? Complexities, Challenges and Possibilities”, Durban, South Africa.
  • Kathleen Pithouse-Morgan & Daisy Pillay.Towards a Playful Pedagogic Ethos: Learning (About our Selves) from our use of Arts-Based Approaches inTeacher Development Studies. AERA 2016 (American Educational Research Association) Washington, DC, Friday, April 8 – Tuesday, April 12 Http://www.aera.net/portals/38?docs?Annual_Meeting?Final%20Program?ProgramSchedule.pdf 
  • Daisy Pillay -Discussant for Symposium. Session Title: Polyvocal professional learning through self-study research. AERA 2016 (American Educational Research Association) Washington, DC, Friday, April 8 – Tuesday, April 12 Http://www.aera.net/portals/38?docs?Annual_Meeting?Final%20Program?ProgramSchedule.pdf
  • Inbanathan Naicker, Daisy Pillay & Kathleen Pithouse-Morgan. Autoethnography as an emerging direction in reimagining leadership in higher education. Theme: Reimagining educational management, leadership, policy and law. SAERA 2016( Reimagining Education: Poetics, Practices and Pedagogies) 23rd – 26th October 2016.Cape Town
  • SIG: Self-Reflexive Methodologies TITLE: Reimagining Education through Poetic Inquiry” Co-ordinator: Kathleen Pithouse-Morgan. SAERA 2016( Reimagining Education: Poetics, Practices and Pedagogies) 23rd – 26th October 2016.Cape Town
  • Pithouse-Morgan, Rawlinson, Pillay, Chisanga, & Timm, (2012). ‘Starting with ourselves”: Perspectives from the Transformative Education/al Studies project’ AERA 2012 (American Educational Research Association 2012 Annual Meeting: “Non satis Scire: To know is not enough” Vancouver Canada. Http://www.aera.net/portals/38?docs?Annual_Meeting?Final%20Program?ProgramSchedule.pdf
  • Pithouse-Morgan K.P., Pillay, D., Naicker, I., Chikoko, V & Morojele, P (2013). I am because we are – Using collective poetic inquiry to cultivate humanising research learning. Paper presented at the ‘Fourth International Symposium on Poetic Inquiry’ held at the Avmor Gallery, Old Montreal, Canada from 23-26 October 2013.
  • Daisy Pillay, Labby Ramrathan and Busi Goba (2012) “Academic image-ining is da(i)maging! Disrupting the grammar of university student support from alternate spaces” Higher Education in an era of Reconstruction , Internationalisation , Competition & Cooperation. 6th Annual Teaching and Learning Conference, September 25-27th September. UKZN, 2012. 24/Teaching _and Learning_Conference_2012_Handbook
  • New spaces for researching postgraduate education research in South Africa Daisy Pillay & Jenni Karlsson.School of Education and Development, University of KwaZulu-Natal, South Africa.Presentation at WCCES, 14-18 June 2010, Istanbul
  • Inba Naicker,V Chikoko, G Pillay, K Pithouse-Morgan, P Morojele,  (2012) Learning about pedagogic settings from postgraduate students’ lived experiences” Higher Education in an era of Reconstruction , Internationalisation , Competition & Cooperation. 6th Annual Teaching and Learning Conference, September 25-27th September. UKZN, 2012. 24/Teaching _and Learning_Conference_2012_Handbook
  • V Chikoko, G Pillay, I Naicker, K Pithouse-Morgan, P Morojele, T V Hlao What access? Lived experiences of international postgraduate students from Africa studying in a South African university. Higher Education in an era of Reconstruction , Internationalisation , Competition & Cooperation. 6th Annual Teaching and Learning Conference, September 25-27th September. UKZN, 2012. 24/Teaching _and Learning_Conference_2012_Handbook
  • Pithouse-Morgan,K., Chisanga, T, Harrison, L., Meyiwa, T., Moletsane, R., Muthurishna, N., naicker, I., Pillay, D, Singh, L., & van Laren, L.K., Linda van Laren et Al (2012)‘Walking the talk’: Becoming a self-reflexive research supervisor. Higher Education in an era of Reconstruction , Internationalisation , Competition & Cooperation. 6th Annual Teaching and Learning Conference, September 25-27th September. UKZN, 2012. 24/Teaching _and Learning_Conference_2012_Handbook
  • Daisy Pillay & Pithouse-Morgan, K (2012). Teaching research in aesthetic ways to cultivate dendritic learning.  Higher Education that matters to Society. http://www.heltasa2012.co.za/guest-speakers
  • Pithouse-Morgan K., Rawlinson W., Pillay D., Chisanga T., & Timm D. (2012).    “Starting with ourselves”: Perspectives from the Transformative Education/al Studies project. Symposium presented at the American Educational Research Association 2012 Annual Meeting, 14 April, Vancouver, Canada. Available at: http://www.youtube.com/watch?v=V48l2BB7Bj4
  • Pithouse-Morgan, K., & Pillay, D. (2013). Towards a playful pedagogic ethos: Learning (about our selves) from our use of arts-based approaches in teacher development studies. Paper presented at the American Educational Research Association Annual Meeting: “Education and Poverty: Theory, Research, Policy, and Praxis”, San Francisco. http://www.aera.net/Publications/OnlinePaperRepository/AERAOnlinePaperRepository
  • Pillay, D., Pithouse-Morgan K.P., Naicker, I., Chikoko, V & Morojele, P (2013). Researching one’s educational context: a reflexive analysis on the politics of knowledge production. Paper presented at the ‘SAERA 2013 Conference’ held at the ATKV Klein Kariba Resort, Bela-Bela, Limpopo Province from the 27-30 January 2013.
  • Pithouse-Morgan K.P., Pillay, D., Naicker, I., Chikoko, V & Morojele, P (2013). I am because we are – Using collective poetic inquiry to cultivate humanising research learning. Paper presented at the ‘Fourth International Symposium on Poetic Inquiry’ held at the Avmor Gallery, Old Montreal, Canada from 23-26 October 2013.
  • Pillay, D., Pithouse-Morgan K.P., Naicker, I., Chikoko, V & Morojele, P (2013). Towards curriculum intellectualising: A reflexive account of making meaning of postgraduate student’s conceptions of African Scholarship. Paper presented at the ‘7th Annual Teaching and Learning Conference’ held at the University of KwaZulu-Natal, Durban from the 25 -27 September 2013.
  • Pillay, D., Pithouse-Morgan K.P., Naicker, I., Chikoko, V & Morojele, P (2014). “It means more than productivity units…” Paper to be presented at the 2014 SAERA conference to be held at the Elangeni Hotel in Durban from the 12-15 August 2014.
Student

Supervision

Postgraduate

  • Masters
  • PhD
  • Donda, B.M.- 962114657 (2012)  Teacher Education
  • Moonsamy, E  209527732  Masters in Teacher Education  2012
  • Ramkelawan, R. -  8523462 Masters in Teacher Development  2012
  • , Sunker, J.  208524955 Masters in Teacher Development  2012
  • Singh, A( Indian) 210551455 Masters in Teacher Development 2012
  • , Rajpal, R. 931306623 Masters in Teacher Development 2012
  • Ramawtar, M 7608591 Masters in Teacher Development  
  • , Sheriff Uddin 204400462 in Teacher Development 2011
  • Saloojee, S  207525974  Masters in Teacher Development  2010
  • Gcabashe, M.  9405084 Masters in Teacher Development 2009
  • Mkonza, B  935346123  Masters in Teacher Development. 2009
  • , Shezi, VS ( Black). 972166454 Masters in Teacher Development  2008
  • , Jacobs, L   Masters in Teacher Development  2006
  • Kebeje, A.A  Masters in Teacher Education 2004
  • , Khuzwayo, P.P , Masters in Teacher Education  2003
  • , Naidoo, P Unique, Masters in Teacher Ed
  • Balkaran, Nirmala, Masters in Teacher Ed  2000
  • Moodley, I  92136622 Masters in Teacher Development
  • Ramadeen, V  211558976  Masters in Teacher Development 2015
  • Makhanya, P  210554216  Masters in Teacher Development. 2015
  • Pillay, L  205510504 Masters in Teacher Development 2015
  • Tuta, CL .  9605304  Masters in teacher Development   2017
  • Mrs Nonhlanhla Dube  97030069  Masters in teacher Development  2017
  • Nomthandazo Dorothy Chirwa- 207520208. Exploring Collaborative professional relationships: Stories of lecturers working in TVET colleges. 2018
  • Jeveshnie Chetty- Stories of teachers’ personal practical knowledge for teaching in diverse classrooms: A narrative inquiry. 2017
  • Dr Gokar, K 7912980. PhD - Teacher Development, 2010
  • Dr Govender, R( Indian). 8830051. Doctoral in Teacher Development, 2013
  • Dr Swart, E (White)  20752941.9  PhD - Teacher Development, 2014
  • Dr Moodley, T 9409149  PhD - Teacher Education (ECD), 2014
  • Dr, Ross , A. (White)   PhDEducation, 2017
  • Ngubane, SM .  981176698.  Doctorate in Adult Education ex juvenile prisoners learning and identity, 2017
  • Mrs Wendy Rawlinson 211560657. Doctorate in Higher Education Teaching and Learning(TES Project): Exploring my communication pedagogy practices in a diverse undergraduate class at a University of Technology. 2018
  • Sheeren Saloojee. 207525974. Doctorate in Higher Education- “Leaving Home” African Postgraduate Women’s Experiences of  Studying  at a SA University, 2018