Degrees Held
- PhD
About me
- Kathleen Pithouse-Morgan is a professor of education at the University of KwaZulu-Natal, South Africa. Her scholarship is in professional learning, focusing on understanding and supporting teachers as inspired and inventive learners who become a potent force for context-responsive, practitioner-led change. She works with novice and experienced teachers in higher education institutions and schools. Through the self-reflexive methodologies of self-study, memory-work, autoethnography, and narrative inquiry, Kathleen documents and theorises how teacher-researchers gain vital insights into their professional selves and practices, enabling them to raise and address critical issues of social in/justice. She collaborates creatively across disciplines and continents to cultivate and study methodological inventiveness in professional learning. Noteworthy scholarly contributions include Polyvocal Professional Learning through Self-Study Research with Professor Anastasia P. Samaras of George Mason University, USA, and poetic professional learning. Recent book publications include Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work (2019) and Teaching, Learning, and Enacting of Self-Study Methodology (2018). Kathleen is the immediate Past Chair of the Self-Study of Teacher Education Practices (S-STEP) Special Interest Group (SIG) of the American Educational Research Association. She is convenor of the Self-Reflexive Methodologies SIG of the South African Education Research Association (SAERA). Kathleen is also an executive editor of the international and multidisciplinary journal, Teaching and Teacher Education. In 2018, she received the University of KwaZulu-Natal’s Distinguished Teachers’ Award. In 2019, she was conferred the National Excellence in Teaching and Learning Award by the Council on Higher Education and the Higher Education Learning and Teaching Association of Southern Africa. Kathleen received the 2020 SAERA Research Honours Award for outstanding contributions to educational research in South Africa over a sustained period.
Awards
- 2020 South African Education Research Association (SAERA) Research Honours Award
- 2019 National Excellence in Teaching and Learning Award, Council on Higher Education (CHE) and Higher Education Learning and Teaching Association of Southern Africa (HELTASA)Â
- 2018 UKZN Distinguished Teachers’ Award
- 2017 Award for being in the Top 30 Most Published Researchers, College of Humanities, UKZN
- 2017 Award for Innovative, Creative, Effective Teaching and/or Supervision, School of Education, UKZN
- 2017 Award for Excellence in Mentorship of Early Career Academics, School of Education, UKZN
- 2016 Excellence in Teaching Award, School of Education, UKZN
- 2016 Award for Outstanding Peer Reviewed Article/Chapter Published by a South African researcher in 2015, South African Educational Research Association (SAERA)
Selected
Publications
Books
- 2019
- Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (Eds.). (2019). Memory mosaics: Researching teacher professional learning through artful memory-work. Springer.
- 2018
- Ritter, J. K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A. P., & Vanassche, E. (Eds.). (2018). Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay. Springer Nature.
- 2017
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (Eds.). (2017). Object medleys: Interpretive possibilities for educational research. Sense Publishers.
- 2016
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (Eds.). (2016). Academic autoethnographies: Inside teaching in higher education. Sense Publishers.
- 2015
- Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015). Polyvocal professional learning through self-study research. Sense Publishers.
- 2013
- Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (Eds.). (2013). Productive remembering and social agency. Sense Publishers.
- 2011
- Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011). Memory and pedagogy. Routledge.
- 2009
- Mitchell, C., & Pithouse, K. (Eds.). (2009). Teaching and HIV & AIDS.
- Pithouse, K., Mitchell, C., & Moletsane, R. (Eds.). (2009). Making connections: Self-study & social action. Peter Lang.
Journal Articles
- 2021
- Pithouse-Morgan, K. (2021). Opening a poetic container: Educative learning from a painful poetry performance. Studying Teacher Education, 17(1), 100–117. https://doi.org/10.1080/17425964.2020.1852919
- Samaras, A. P., & Pithouse-Morgan, K. (2021). Nourishing wholehearted faculty professional living through co-creative play. The Educational Forum, 85(3), 336–350. https://doi.org/10.1080/00131725.2021.1912869
- 2020
- Luthuli, K., Phewa, N., & Pithouse-Morgan, K. (2020). “Their drawings were eloquent”: Learning about drawing as an arts-based self-study method for researching with children. Studying Teacher Education, 16(1), 48–65. https://doi.org/10.1080/17425964.2019.1690984
- Mitchell, C., Pithouse-Morgan, K., & Pillay, D. (2020). Mosaic-ing memory in teacher education and professional learning: Imagining possibilities for collective memory-work. Other Education: The Journal of Educational Alternatives, 9(1), 7–30. https://www.othereducation.org/index.php/OE/article/view/252
- 2019
- Madondo, S., Mkhize, N., & Pithouse-Morgan, K. (2019). “I recognised that I needed to look searchingly at my own teaching”: Storywork as a self-study method for educational research for social change. Educational Research for Social Change, 8(2), 14–28. http://ersc.nmmu.ac.za/view_edition.php?v=8&n=2#
- Pithouse-Morgan, K., & Samaras, A. P. (2019). Polyvocal play: A poetic bricolage of the why of our transdisciplinary self-study research. Studying Teacher Education, 15(1), 4–18. https://doi.org/10.1080/12019.1580008
- van Laren, L., Pithouse-Morgan, K., & Masinga, L. (2019). Containing HIV and AIDS: Creating a readers’ theatre script for professional learning in higher education. South African Journal of Higher Education, 33(3), 222‒240. https://doi.org/10.20853/33-3-2964
- 2018
- Pithouse-Morgan, K., Chisanga, T., Meyiwa, T., & Timm, D. N. (2018). Flourishing together: Co-learning as leaders of a multicultural South African educational research community. International Journal of Multicultural Education, 20(3), 102–125. https://doi.org/10.18251/ijme.v20i3.1607
- 2017
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2017). Self-knowledge creation through collective poetic inquiry: Cultivating productive resistance as university academics. Cultural Studies↔Critical Methodologies, 17(3). https://doi.org/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. https://doi.org/10.18251/ijme.v19i1.1255
- 2016
- Pithouse-Morgan, K. (2016). Finding my self in a new place: Exploring professional learning through found poetry. Teacher Learning and Professional Development, 1(1), 1–18. https://journals.sfu.ca/tlpd/index.php/tlpd/article/view/1
- Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. P. (2016). Exploring methodological inventiveness through collective artful self-study research. LEARNing Landscapes, 9(2), 443–460. https://doi.org/10.36510/learnland.v9i2.786
- Pithouse-Morgan, K., Naicker, I., Pillay, D., Masinga, L., & Hlao, T. (2016). “Sink or swim?”: Learning from stories of becoming academics within a transforming university terrain. South African Journal of Higher Education, 30(1), 1–20. https://doi.org/10.20853/30-1-561
- van Laren, L., Pithouse-Morgan, K., Volks, C., & Alves, S. (2016). Scrapbooking as a tool for transdisciplinary professional learning about HIV and AIDS curriculum integration in higher education. South African Journal of Higher Education, 30(4), 74–93. https://doi.org/10.20853/30-4-674
- 2015
- Mudaly, R., Pithouse-Morgan, K., van Laren, L., Singh, S., & Mitchell, C. (2015). Connecting with pre-service teachers’ perspectives on the use of digital technologies and social media to teach socially relevant science. Perspectives in Education, 33(3), 22–40. https://journals.co.za/doi/10.10520/EJC185872
- Pithouse-Morgan, K., & van Laren, L. (2015). Dialogic memory-work as a method to explore the “afterlife” of our self-study doctoral research. International Journal of Qualitative Methods, 14, 80–97. https://doi.org/10.1177/160940691501400108
- Pithouse-Morgan, K., van Laren, L., Mitchell, C., Mudaly, R., & Singh, S. (2015). Digital animation for “going public” on curriculum integration of HIV and AIDS in higher education. South African Journal of Higher Education, 29(2), 237–259. https://journals.co.za/doi/10.10520/EJC176169
- 2014
- Mitchell, C., & Pithouse-Morgan, K. (2014). Expanding the memory catalogue: Southern African women’s contributions to memory-work writing as a feminist research methodology. Agenda, 28(1), 92–103. https://doi.org/10.1080/10130950.2014.883704
- 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. https://doi.org/10.1080/00020184.2014.922273
- 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. https://hdl.handle.net/10520/EJC164251
- Strong-Wilson, T., Mitchell, C., Radford, L., Morrison, C., & Pithouse-Morgan, K. (2014). “Reflecting forward” on the digital in multidirectional memory-work between Canada and South Africa. McGill Journal of Education, 49(3), 1–22. https://mje.mcgill.ca/article/view/9115
- van Laren, L., Pithouse-Morgan, K., Chisanga, T., Harrison, L., Meyiwa, T., Muthukrishna, N., Naicker, I., & Singh, L. (2014). “Walking our talk”: Exploring supervision of postgraduate self-study research through metaphor drawing. South African Journal of Higher Education, 28(2), 639–659. https://doi.org/10.20853/28-2-346
- 2013
- van Laren, L., Mudaly, R., Pithouse-Morgan, K., & Singh, S. (2013). Starting with ourselves in deepening our understanding of generativity in participatory educational research. South African Journal of Education, 33(4), 1–16. https://www.ajol.info/index.php/saje/issue/view/10646
- 2012
- Harrison, L., Pithouse-Morgan, K., Conolly, J., & Meyiwa, T. (2012). Learning from the first year of the Transformative Education/al Studies (TES) project. Alternation, 19(2), 12–37. ukzn.ac.za/Files/docs/19.2/02 Har.pdf
- Pithouse-Morgan, K., Khau, M., Masinga, L., & van de Ruit, C. (2012). Letters to those who dare feel: Using reflective letter-writing to explore the emotionality of research. International Journal of Qualitative Methods, 11(1), 40–56. https://doi.org/10.1177/160940691201100104
- Pithouse-Morgan, K., Morojele, P., Pillay, D., Naicker, I., Chikoko, V., Ramkelawan, R., & Rajpa, R. (2012). “The air is hostile . . .”: Learning from an African international postgraduate student’s stories of fear and isolation within a South African university campus. Alternation, 19(2), 73–93. http://alternation.ukzn.ac.za/Files/docs/19.2/05%20Pit.pdf
- Pithouse-Morgan, K., & van Laren, L. (2012). Towards academic generativity: Working collaboratively with visual artefacts for self-study and social change. South African Journal of Education, 32(4), 416–427. https://doi.org/10.15700/saje.v32n4a662
- van Laren, L., Mitchell, C., Mudaly, R., Pithouse-Morgan, K., & Singh, S. (2012). Exploring university educators’ lived experiences of curriculum innovating through integrating HIV & AIDS. Alternation, 19(2), 138–161. http://alternation.ukzn.ac.za/Files/docs/19.2/08%20Van.pdf
- 2010
- Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., Rudd, C., Staniforth, P., & Cole, A. (2010). Things fall apart and come together: Using the visual for reflection in alternative teacher education programmes. Changing English, 17(1), 45–55. https://doi.org/10.1080/13586840903557068
- 2009
- Pithouse, K., Mitchell, C., & Weber, S. (2009). Self-study in teaching and teacher development: A call to action. Educational Action Research, 17(1), 43–62. https://doi.org/10.1080/09650790802667444
- 2004
- Mitchell, C., Reid-Walsh, J., & Pithouse, K. (2004). “And what are you reading, Miss? Oh, it is only a website”: The new media and the pedagogical possibilities of digital culture as a South African “teen guide” to HIV/AIDS and STDs. Convergence, 10(1), 80–92. https://doi.org/10.1177/135485650401000106
- Pithouse, K. (2004). “Look forward, look back, and look around you”: Young South African women on the path of HIV/AIDS activism. Agenda, 60, 22–26. https://doi.org/10.2307/4066332
- Pithouse, K. (2004). “This gave us a chance to feel like we are authors”: A chapter in my story of learning to teach writing. English Quarterly, 36(10), 15–17. https://www.researchgate.net/publication/259638803_This_gave_us_a_chance_to_feel_like_we_are_authors_A_chapter_in_my_story_of_learning_to_teach_writing
- 2001
- Pithouse, K. (2001). Adapt or die? A teacher’s evaluation of a curriculum 2005 “re-training workshop.” Perspectives in Education, 19(1), 154–158. https://hdl.handle.net/10520/EJC87054
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Chapters in Books
- 2022
- Pithouse-Morgan, K., Pillay, D., & Naicker, I. (in press). 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
- 2021
- Pithouse-Morgan, K. (2021). Choosing my own adventures: A short story of my doctoral journey. In B. Bradford (Ed.), The doctoral journey (pp. 27–35). Brill | Sense. https://doi.org/10.1163/9789004444287_003
- Pithouse-Morgan, K. (2021). Our words flowing into wide futures: Making a difference through poetic professional learning. In H. Mreiwed, M. Carter, & C. Mitchell (Eds.), Art as an agent for social change (pp. 179–190). Brill | Sense. https://doi.org/10.1163/9789004442870_018
- Pithouse-Morgan, K., & Samaras, A. P. (in press). Polyvocal poetic play with dialogue: Co-creativity in self-study writing. In J. Kitchen (Ed.), Writing as a method for the self-study of practice. Springer.
- Pithouse-Morgan, K., & Samaras, A. P. (in press). “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study. In B. M. Butler & S. Bullock (Eds.), Learning through collaboration in self-study: Communities of practice, critical friendships, and collaborative self-study. Springer.
- 2020
- Pithouse-Morgan, K. (2020). “Well, it’s also about me and my history”: Learning about myself as a relational teacher educator through poetic and dialogic self-study. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-study for envisioning new ways of knowing (pp. 362–372). Equity Press. https://equitypress.org/textiles_tapestries_self_study/well_its_also_about_
- Pithouse-Morgan, K., & Samaras, A. P. (2020). A sense of place: Exploring place and identity through virtual bricolage self-study research. In E. Lyle (Ed.), Identity landscapes: Contemplating place and the construction of self (pp. 20–33). Brill | Sense. https://doi.org/https://doi.org/10.1163/9789004425194_003
- Pithouse-Morgan, K., & Samaras, A. P. (2020). Methodological inventiveness in writing about self-study research: Inventiveness in service. In J. Kitchen, A. Berry, S. M. Bullock, A. R. Crowe, M. Taylor, H. Guðjónsdóttir, & L. Thomas (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 427–460). Springer Singapore. https://doi.org/10.1007/978-981-13-1710-1_13-1
- Samaras, A. P., & Pithouse-Morgan, K. (2020). Polyvocal self-study in transdisciplinary higher education communities. In J. Kitchen, A. Berry, H. Guðjónsdóttir, S. M. Bullock, M. Taylor, & A. R. Crowe (Eds.), International handbook of self-study of teaching and teacher education (2nd ed., pp. 1291–1322). Springer Singapore. https://doi.org/10.1007/978-981-13-1710-1_43-1
- van Laren, L., Masinga, L., & Pithouse-Morgan, K. (2020). Envisaging new ways of knowing for social change: Poetic learning inspired by staging a readers’ theatre script. In C. Edge, A. Cameron-Standerford, & B. Bergh (Eds.), Textiles and tapestries: Self-study for envisioning new ways of knowing (pp. 285–295). Equity Press. https://equitypress.org/textiles_tapestries_self_study/chapter_39
- 2019
- Pithouse-Morgan, K. (2019). My students’ stories became a gift: A tale of poetic professional learning. In E. R. Lyle (Ed.), Fostering a relational pedagogy: Self-study as transformative praxis (pp. 20–33). Brill | Sense. https://doi.org/10.1163/9789004388864_003
- Pithouse-Morgan, K., Deer-Standup, S. O., & Ndaleni, T. (2019). Stories blending, flowing out: Connecting teacher professional learning, re-membering, and storytelling. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory mosaics: Researching teacher professional learning through artful memory-work (pp. 155–173). Springer. https://doi.org/10.1007/978-3-319-97106-3_9
- Pithouse-Morgan, K., Madondo, S., & Grossi, E. (2019). The promise of poetry belongs to us all: Poetic professional learning in teacher-researchers’ memory-work. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory mosaics: Researching teacher professional learning through artful memory-work (pp. 133–153). Springer. https://doi.org/10.1007/978-3-319-97106-3_8
- Pithouse-Morgan, K., Makhanya, H., Downing, G., & Phewa, N. (2019). Picturing a more hopeful future: Teacher-researchers drawing early memories of school. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory mosaics: Researching teacher professional learning through artful memory-work (pp. 55–75). Springer. https://doi.org/10.1007/978-3-319-97106-3_4
- Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (2019). Memory mosaics: New voices, insights, possibilities for working with the arts and memory in researching teacher professional learning. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory mosaics: Researching teacher professional learning through artful memory-work (pp. 1–13). Springer. https://doi.org/10.1007/978-3-319-97106-3_1
- 2018
- Hiralaal, A., Matebane, R., & Pithouse-Morgan, K. (2018). Learning through enacting arts-informed self-study research with critical friends. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay (pp. 295–312). Springer. https://doi.org/https://doi.org/10.1007/978-981-10-8105-7_26
- 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 researching pedagogy (pp. 83–90). Self-Study of Teacher Education Practices. https://www.researchgate.net/publication/326270634_Unfolding_the_mysterious_truth_of_emotional_entanglements_in_supervising_self-study_research_A_collective_arts-informed_self-study
- Pithouse-Morgan, K., & Samaras, A. P. (2018). “Many stories matter”: Taking a polyvocal stance in learning about teaching of self-study. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay (pp. 313–328). Springer. https://doi.org/10.1007/978-981-10-8105-7_27
- Samaras, A. P., & Pithouse-Morgan, K. (2018). Self-study research in a polyvocal professional community design. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay (pp. 245–257). Springer. https://doi.org/10.1007/978-981-10-8105-7_23
- 2017
- Dhlula-Moruri, M. N., Kortjass, M., Ndaleni, T., & Pithouse-Morgan, K. (2017). A stove, a flask, and a photograph: Learning together through object inquiry in self-study research. In D. Pillay, K. Pithouse-Morgan, & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research (pp. 81–98). Sense Publishers. https://doi.org/10.1007/978-94-6351-194-0_6
- Meskin, T., van der Walt, T., Scott, L., de Beer, C., & Pithouse-Morgan, K. (2017). Shoes, suitcases, stones: Creative engagement with ourselves as artist-researcher-teachers through object inquiry. In D. Pillay, K. Pithouse-Morgan, & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research (pp. 175–196). Sense Publishers. https://doi.org/10.1007/978-94-6351-194-0_12
- 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. https://doi.org/10.1007/978-94-6351-194-0
- Pithouse-Morgan, K. (2017). Beginning to unravel a narrative tension in my professional learning about teaching writing. In M. Hayler & J. Moriarty (Eds.), Self-narrative and pedagogy: Stories of experience within teaching and learning (pp. 59–82). Sense Publishers. https://doi.org/https://doi.org/10.1007/978-94-6351-023-3_5
- Pithouse-Morgan, K., & Samaras, A. P. (2017). Thinking in space: Virtual bricolage self-study for future-oriented teacher professional learning. In D. Garbett & A. Ovens (Eds.), Being self-study researchers in a digital world: Future-oriented research and pedagogy in teacher education (pp. 133–150). Springer. https://doi.org/10.1007/978-3-319-39478-7_10
- Rak, S., Von Maltitz, A. C., & Pithouse-Morgan, K. (2017). Spontaneous shrines and the studio desk: Learning from working with objects through an arts-informed, practice-led lens. In D. Pillay, K. Pithouse-Morgan, & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research (pp. 129–146). Sense Publishers. https://doi.org/10.1007/978-94-6351-194-0_9
- 2016
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (2016). Writing academic autoethnographies: Imagination, serendipity and creative interactions. In D. Pillay, I. Naicker, & K. Pithouse-Morgan (Eds.), Academic autoethnographies: Inside teaching in higher education (pp. 1–17). Sense Publishers. https://doi.org/10.1007/978-94-6300-399-5_1
- 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 II: Inclusive teacher education for a diverse world (pp. 121–136). Sense Publishers. https://doi.org/10.1007/978-94-6300-534-0_8
- Pithouse-Morgan, K., Coia, L., Taylor, M., & Samaras, A. (2016). Polyvocal research jamming: A quartet enacting methodological inventiveness in self-study. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 27–35). Self-Study of Teacher Education Practices. https://www.researchgate.net/publication/306064906_Polyvocal_research_jamming_A_quartet_enacting_methodological_inventiveness_in_self-study
- Samaras, A., Pithouse-Morgan, K., Chisanga, T., Conolly, J., Constantine, L. S., Meyiwa, T., Smith, L., & Timm, D. N. (2016). Networkism: Transcontinental dialoguing about co-facilitating transdisciplinary self-study professional learning communities. In D. Garbett & A. Ovens (Eds.), Enacting self-study as methodology for professional inquiry (pp. 163–170). Self-Study of Teacher Education Practices. https://www.researchgate.net/publication/306065136_Networkism_Transcontinental_dialoguing_about_co-facilitating_transdisciplinary_self-study_professional_learning_communities
- 2015
- Pithouse-Morgan, K., Muthukrishna, N., Pillay, D., van Laren, L., Chisanga, T., Meyiwa, T., Moletsane, R., Naicker, I., Singh, L., & Stuart, J. (2015). Learning about co-flexivity in a transdisciplinary self-study research supervision community. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 145–171). Sense Publishers. https://doi.org/https://doi.org/10.1007/978-94-6300-220-2_9
- Pithouse-Morgan, K., & Samaras, A. P. (2015). The power of “we” for professional learning. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 1–20). Sense Publishers. https://doi.org/10.1007/978-94-6300-220-2_1
- Samaras, A. P., Pithouse-Morgan, K., Chisanga, T., Conolly, J., Constantine, L. S., Meyiwa, T., Smith, L., & Timm, D. N. (2015). Breathing under water: A transcontinental conversation about the “why” of co-facilitating transdisciplinary self-study learning communities. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-study research (pp. 231–252). Sense Publishers. https://doi.org/10.1007/978-94-6300-220-2_13
- 2014
- Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L., & Pithouse-Morgan, K. (2014). Looking forward through looking back: Using digital memory-work in teaching for transformation. In L. Thomas (Ed.), Becoming teacher: Sites for development of Canadian Teacher Education (pp. 442–468). https://www.researchgate.net/publication/261946601_Using_digital_memory-work_in_teaching_for_transformation
- 2013
- Pithouse-Morgan, K., de Lange, N., Mitchell, C., Moletsane, R., Olivier, T., Stuart, J., van Laren, L., & Wood, L. (2013). Creative and participatory strategies for teacher development in the age of AIDS. In J. Kirk, M. Dembélé, & S. Baxter (Eds.), More and better teachers for quality education for all: Identity and motivation, systems and support (pp. 75–90). Collaborative Works. https://moreandbetterteachers.wordpress.com/2013/08/27/chapter-5-creative-and-participatory-strategies-for-teacher-development-in-the-age-of-aids/
- Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (2013). Productive remembering and social action. In T. Strong-Wilson, C. Mitchell, S. Allnutt, & K. Pithouse-Morgan (Eds.), Productive remembering and social agency (pp. 1–16). Sense Publishers. https://doi.org/10.1007/978-94-6209-347-8_1
- 2012
- Mitchell, C., Moletsane, R., & Pithouse, K. (2012). Reconfiguring dress. In R. Moletsane, C. Mitchell, & A. Smith (Eds.), Was it something I wore? Dress, identity, materiality (pp. 3–18). HSRC Press. https://www.hsrcpress.ac.za/books/was-it-something-i-wore
- 2011
- Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (2011). Introducing Memory and Pedagogy. In C. Mitchell, T. Strong-Wilson, K. Pithouse, & S. Allnutt (Eds.), Memory and pedagogy (pp. 1–13). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203835586-6/introducing-memory-pedagogy-claudia-mitchell-teresa-strong-wilson-kathleen-pithouse
- Pithouse, K. (2011). Picturing the self: Drawing as a method for self-study. In L. Theron, C. Mitchell, & J. Stuart (Eds.), Picturing research: Drawings as visual methodology (pp. 37–48). Sense Publishers. https://doi.org/10.1007/978-94-6091-596-3_3
- Pithouse, K. (2011). “The future of our young children lies in our hands”: Re-envisaging teacher authority through narrative self-study. In C. Mitchell, T. Strong-Wilson, K. Pithouse, & S. Allnutt (Eds.), Memory and pedagogy (pp. 177–190). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203835586-20/future-young-children-lies-hands-re-envisaging-teacher-authority-narrative-self-study-kathleen-pithouse
- 2009
- Mitchell, C., & Pithouse, K. (2009). Hope is vital. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV& AIDS (pp. 1–8). Macmillan. https://www.macmillaneducation.co.za/books/teaching-and-hiv-aids
- Mitchell, C., Pithouse, K., & Moletsane, R. (2009). The social self in self-study: Author conversations. In K. Pithouse, C. Mitchell, & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 12–23). Peter Lang. http://www.jstor.org/stable/42980335
- Mitchell, C., Weber, S., & Pithouse, K. (2009). Facing the public: Using photography for self-study and social action. In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. 119–134). Springer. https://doorg/10.1007/978-1-4020-9514-6_8
- Pithouse, K., Mitchell, C., & Masinga, L. (2009). Living and lifelong learning. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV& AIDS (pp. 237–246). Macmillan. https://www.macmillaneducation.co.za/books/teaching-and-hiv-aids
- Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Going public with scholarly collaboration: Reflections on a collaborative self-study book process. In K. Pithouse, C. Mitchell, & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 26–39). Peter Lang. https://www.jstor.org/stable/42980336
- Pithouse, K., Mitchell, C., & Moletsane, R. (2009). Introduction. In K. Pithouse, C. Mitchell, & R. Moletsane (Eds.), Making connections: Self-study & social action (pp. 1–9). Peter Lang. https://www.jstor.org/stable/42980334
- 2007
- Pithouse, K., & Mitchell, C. (2007). Looking into change: Studying participant engagement in photo-voice projects. In N. de Lange, C. Mitchell, & J. Stuart (Eds.), Putting people in the picture: Visual methodologies for social change (pp. 141–151). Sense Publishers. https://doi.org/10.1163/9789087901813_012
- 2005
- Pithouse, K. (2005). Self-study through narrative interpretation: Probing lived experiences of educational privilege. In C. Mitchell, S. Weber, & K. O’Reilly-Scanlon (Eds.), Just who do we think we are? Methodologies for autobiography and self-study in teaching (pp. 206–217). RoutledgeFalmer. https://doi.org/10.4324/9780203464977_chapter_Eighteen
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Guest-Edited Journal Issues
- 2020
- Pithouse-Morgan, K., Pillay, D., Naicker, I., & Masinga, L. (2020). Exploring possibilities through methodological inventiveness in self-reflexive educational research [Editorial]. Journal of Education, 78, 1–9. https://doi.org/https://doi.org/10.17159/2520-9868/i78a00
- 2019
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2019). “Not just an object”: Making meaning of and from everyday objects in educational research for social change [Editorial]. Educational Research for Social Change, 8(1), vii–xii. http://ersc.nmmu.ac.za/view_edition.php?v=8&n=1#
- 2015
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (2015). Academic autoethnographies: Becoming and being a teacher in diverse higher education settings [Editorial]. Journal of Education, 62, 1–5. http://joe.ukzn.ac.za/download/joe62.aspx
- 2014
- Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014). Enacting reflexivity in educational research [Editorial]. Educational Research for Social Change (ERSC), 3(2), 1–4. http://ersc.nmmu.ac.za/view_edition.php?v=3&n=2#
- Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2014). Self-study of educational practice: Re-imagining our pedagogies [Editorial]. Perspectives in Education, 32(2), 1–7. http://hdl.handle.net/11660/3782
- 2012
- Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2012). Memory and pedagogy special issue [Editorial]. Journal of Education, 54, 1–6. http://joe.ukzn.ac.za/Libraries/No_54_2012/Complete_issue.sflb.ashx
Student
Supervision
PhD
- 2021 Madondo, S. PhD (Sole supervisor)   Exploring children’s popular culture as a resource for English creative writing in an isiZulu-speaking Grade 6 class: A teacher’s self-study
- 2021 Khan, R. PhD (Main supervisor) Muslim female teachers enacting leadership: A collaborative self-study
- 2021 Kortjass, M. PhD (Sole supervisor) Cultivating an integrated learning approach to early childhood mathematics: A teacher educator’s self-study
- 2021 Luthuli, K. PhD (Sole supervisor) Mentoring novice teachers in learner behaviour support: A deputy principal’s self-study
- 2021 Makhanya (Mhlongo), H. PhD (Main supervisor) Improving continuous professional teacher development in the Foundation Phase: A subject advisor’s self-study
- 2021 Mkhize, N. PhD (Sole supervisor) Exploring social and emotional learning in a Grade 4 classroom: A teacher’s self-study
- 2021 Phewa, Q. PhD (Sole supervisor) Playful pedagogy in an under-resourced Grade 1 classroom: A teacher’s self-study
- 2020 Dhlula-Moruri, Mandisa, N. PhD (Sole supervisor) Exploring collaborative learning: A university educator’s self-study https://researchspace.ukzn.ac.za/handle/10413/19313
- 2018 de Beer, C. PhD (Main supervisor) An autoethnographic exploration of creative design practice: Towards pedagogic implications http://researchspace.ukzn.ac.za/handle/10413/17286
- 2018 Hiralaal, A. PhD (Sole supervisor) A self-study of my role modelling as a teacher educator of accounting pedagogy http://researchspace.ukzn.ac.za/handle/10413/17679
- 2017 Campbell, B. PhD (Sole supervisor) Influences on, and possibilities for, my English pedagogy: A narrative self-study
- 2014 Masinga, L. PhD (Main supervisor) Journeys to self-knowledge: A participatory study of teachers as sexuality educators http://researchspace.ukzn.ac.za/handle/10413/11507
Master of Education
- 2021 Govindasami, T. MEd research (Sole supervisor) Fostering holistic education in a science classroom: A teacher’s self-study
- 2017 Luthuli, K. MEd research (Sole supervisor) Stimulating school-wide positive behaviour support in a primary school: A deputy principal’s self-study http://researchspace.ukzn.ac.za/handle/10413/14890
- 2017 Mkhize, N. MEd research (Sole supervisor) Integrating cultural inclusivity in a Grade 4 classroom: A teacher’s self-study http://researchspace.ukzn.ac.za/handle/10413/14891
- 2017 (Summa Cum Laude) Phewa, N. MEd research (Sole supervisor) Cultivating supportive teacher-learner relationships in a Grade 1 classroom: A teacher’s self-study http://researchspace.ukzn.ac.za/handle/10413/14892
- 2016 Moodley, R. MEd research (Sole supervisor) Understanding the role of teachers in providing welfare care for learners: A teacher’s self-study https://ukzn-dspace.ukzn.ac.za/handle/10413/13804
- 2015 (Cum Laude) Madondo, S. MEd research (Sole supervisor) Nurturing learners’ flair for written communication: A teacher’s self-study http://researchspace.ukzn.ac.za/handle/10413/12626
- 2015 (Cum Laude) Magubane, S. MEd research (Sole supervisor) Cultivating intrinsic motivation for learning technology: A teacher’s self-study http://researchspace.ukzn.ac.za/handle/10413/12883
- 2015 (Cum Laude) Malek, S. MEd research (Sole supervisor) The heart of the matter: A teacher’s self-study of the emotional curriculum in the Foundation Phase http://researchspace.ukzn.ac.za/handle/10413/12635
- 2019 Makhaye, J. MEd coursework dissertation (Main supervisor) Â Teaching geometrical shapes to Grade 4 learners: A self-study http://ukzn-dspace.ukzn.ac.za/handle/10413/17223
- 2018 Mthembu, D. MEd coursework dissertation (Main supervisor) Facilitating creative writing pedagogy with Intermediate Phase teachers: A subject advisor’s self-study
- 2016 Chiliza, H. MEd coursework dissertation (Main supervisor) Facilitating creative arts teaching and learning with Foundation Phase teachers: A subject advisor’s self-study http://researchspace.ukzn.ac.za/handle/10413/13666
- 2014 Dlamini, F. MEd coursework dissertation (Sole supervisor) Understanding pedagogical care: A teacher’s personal history self-study https://ukzn-dspace.ukzn.ac.za/handle/10413/11619
- 2014 Ndaleni, T. MEd coursework dissertation (Sole supervisor) Teaching English oral communication to isiZulu-speaking learners in a secondary school: A self-study http://researchspace.ukzn.ac.za/handle/10413/11506
- 2014 Vilakazi, B. MEd coursework dissertation (Sole supervisor) Promoting lifelong teacher learning in the Intermediate Phase: A self-study of a head of department https://ukzn-dspace.ukzn.ac.za/handle/10413/11694
- 2013 Khan, R. MEd coursework dissertation (Sole supervisor) Supporting Foundation Phase professional development: A self-study of a head of department http://researchspace.ukzn.ac.za/xmlui/handle/10413/9485
- 2013 Mlambo, S. MEd coursework dissertation (Sole supervisor) Supporting collaborative learning in the Foundation Phase: A self-study of a head of department http://researchspace.ukzn.ac.za/xmlui/handle/10413/9646
- 2011 Makhanya, H. MEd coursework dissertation (Sole supervisor) Preparing for the implementation of foundations for learning: A self-study of a subject advisor http://researchspace.ukzn.ac.za/xmlui/handle/10413/6202
- 2008 Masinga, L. MEd coursework dissertation (Co-supervisor) How can I effectively integrate sexuality education in my teaching practice in a way that meets the needs of each child in a Grade 6 class? A teacher’s self-study http://researchspace.ukzn.ac.za/xmlui/handle/10413/3147