School of Education

Kathleen Pithouse-Morgan

Kathleen Pithouse-Morgan

Kathleen Pithouse-Morgan

Position

Professor

Discipline

Teacher Development Studies

Email

pithousemorgan@ukzn.ac.za

Contact Number

031-260-4360

Office Address

Office No.: CS123

Campus

Edgewood Campus

Degrees Held

  • PhD

Academic Interests

  • My scholarship is grounded in teacher professional learning and, over time, has extended into professional learning research across professions and academic disciplines. Through innovative development of the self-reflexive methodologies of self-study research, narrative inquiry, and autoethnography, my work has shown professionals as self-directed and self-developing learners who, in dialogue with others, can gain vital insights into their professional selves and practices – with critical implications for personal-professional growth and social transformation. I have collaborated across contexts and continents to enact and document methodological inventiveness in professional learning research using arts-based, bricolage, dialogic, memory-work, poetic, and polyvocal approaches.

Research Outcomes

Teaching Expertise

  • Teacher development, self-study of educational practice, memory-work, and arts-based approaches in education and research.

Awards

Selected

Publications

  • Madondo, S. p., 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. Available at: http://ersc.nmmu.ac.za/view_edition.php?v=8&n=2#
  • 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. Available at: https://www.journals.ac.za/index.php/sajhe/article/view/2964
  • 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. Free eprint: https://www.tandfonline.com/eprint/rtjIiZfzD3aPzdd2uUQt/full?target=10.1080/17425964.2018.1541285
  • 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.
  • 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, 1-4. 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. Available at: http://ijme-journal.org/index.php/ijme/article/view/1255/1167
  • 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. Available at: http://www.journals.ac.za/index.php/sajhe/article/download/674/366
  • 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. Available at: http://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. Available at: http://www.learninglandscapes.ca/images/documents/ll-no18/pmorgan.pdf
  • 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. Available at: http://www.journals.ac.za/index.php/sajhe/article/download/561/147
  • Mudaly, R., Mitchell, C., Pithouse-Morgan, K., Singh, S., & Van Laren, L. (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.
  • 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.
  • 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.
  • Retrieved from http://ejournals.library.ualberta.ca/index.php/IJQM/article/view/21070
  • Strong-Wilson, T., Mitchell, C., Radford, L., Morrison, C., & Pithouse-Morgan, K. (2015). “Reflecting forward” on the digital in multidirectional memory-work between Canada and South Africa. McGill Journal of Education, 49(3), 1-22. Retrieved from http://mje.mcgill.ca/article/view/9115
  • 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
  • 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.
  • Van Laren, L., Pithouse-Morgan, K., Chisanga, T., Harrison, L., Meyiwa, T., Muthukrishna, N., et al. (2014). ‘Walking our talk’: Exploring supervision of postgraduate self-study research through metaphor drawing. South African Journal of Higher Education, 28(2), 639-659.
  • 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.
  • 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. Retrieved from http://www.sajournalofeducation.co.za/index.php/saje/article/view/814
  • 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.
  • 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.
  • Pithouse-Morgan, K., Mitchell, C., & Pillay, D. (2012). Editorial: Memory and pedagogy special issue. Journal of Education, 54, 1-6.
  • Pithouse-Morgan, K., Morojele, P., Pillay, D., Naicker, I., Chikoko, V., Ramkelawan, R., et al. (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.
  • 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.
  • 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.
  • Mitchell, C., Dillon, D., Strong-Wilson, T., Pithouse, K., Islam, F., O’Connor, K., et al. (2010). Things fall apart  and come together: Using the visual for reflection in alternative teacher education programmes. Changing English, 17(1), 45-55.
  • 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.
  • Khau, M., & Pithouse, K. (2008). Studying ourselves as scholar-teachers in the age of HIV and AIDS in southern Africa. Human Architecture: Journal of the Sociology of Self-Knowledge, 6(2), 39-48.
  • 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.
  • 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.
  • 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.
  • Pithouse, K. (2001). Adapt or die? A teacher’s evaluation of a curriculum 2005 ‘re-training workshop’. Perspectives in Education, 19(1), 154-158.
  • 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). Leiden, Netherlands: Brill | Sense Publishers.
  • 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). Cham, Switzerland: Springer.
  • 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). Cham, Switzerland: Springer.
  • 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). Cham, Switzerland: Springer.
  • 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). Cham, Switzerland: Springer.
  • 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).
  • Pithouse-Morgan, K., & Samaras, A. (2018). Inventing a poetic bricolage: Co-learning about the why of facilitating and enacting transdisciplinary self-study. In D. Garbett & A. Ovens (Eds.), Pushing boundaries and crossing borders: Self-study as a means for knowing pedagogy (pp. 195-202). Herstmonceux, UK: Self-Study of Teacher Education Practices (S-STEP).
  • 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). Singapore: Springer Nature.
  • 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). Singapore: Springer Nature.
  • 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). Singapore: Springer Nature.
  • 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). Rotterdam, Netherlands: Sense Publishers.
  • 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). Rotterdam, Netherlands: Sense Publishers.
  • 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). Rotterdam, Netherlands: Sense Publishers.
  • 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). Rotterdam, Netherlands: Sense Publishers.
  • 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). Rotterdam, Netherlands: Sense Publishers
  • 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). Dordrecht, Netherlands: Springer Press.
  • 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). Herstmonceux, UK: Self-Study of Teacher Education Practices (S-STEP). Available at: https://dl.dropboxusercontent.com/u/94210171/Enacting%20self%20study.pdf
  • 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). Herstmonceux, UK: Self-Study of Teacher Education Practices (S-STEP). Available at: https://dl.dropboxusercontent.com/u/94210171/Enacting%20self%20study.pdf
  • 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 (Vol. 2, pp. 121-136). Rotterdam: Sense.
  • 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). Rotterdam, The Netherlands: Sense Publishers. Available at: https://www.sensepublishers.com/catalogs/bookseries/other-books/academic-autoethnographies/
  • Pithouse-Morgan, K., Muthukrishna, N., Pillay, D., Van Laren, L., Chisanga, T., Meyiwa, T., et al. (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). Rotterdam: Sense Publishers.
  • 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). Rotterdam: Sense Publishers. Available at: https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/polyvocal-professional-learning-through-self-study-research/
  • Samaras, A. P., Pithouse-Morgan, K., Chisanga, T., Conolly, J., Constantine, L. S., Meyiwa, T., et al. (2015). Breathing under water:  A trans-continental conversation about co-facilitating trans-disciplinary self-study learning communities. In K. Pithouse-Morgan & A. P. Samaras (Eds.), Polyvocal professional learning through self-studyresearch (pp. 231-252). Rotterdam: Sense Publishers.
  • Strong-Wilson, T., Mitchell, C., Morrison, C., Radford, L., & Pithouse-Morgan, K. (2014). Using digital memory-work in teaching for transformation. In L. Thomas (Ed.), Becoming teacher: Sites for development of Canadian Teacher Education (pp. 442-468). E-book published by the Canadian Association for Teacher Education at https://sites.google.com/site/cssecate/fall-working-conference
  • Pithouse-Morgan, K., De Lange, N., Mitchell, C., Moletsane, R., Olivier, T., Stuart, J., et al. (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). E-book available online at http://moreandbetterteachers.wordpress.com/ : Collaborative Works.
  • 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). Rotterdam: Sense Publishers.
  • 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). Cape Town: HSRC Press.
  • 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). New York: Routledge.
  • 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). New York: Routledge.
  • 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). Rotterdam: Sense Publishers.
  • Mitchell, C., & Pithouse, K. (2009). Hope is vital. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV& AIDS (pp. 1-8). Johannesburg: Macmillan.
  • 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). New York: Peter Lang.
  • 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). New York: Springer.
  • Pithouse, K., Mitchell, C., & Masinga, L. (2009). Living and lifelong learning. In C. Mitchell & K. Pithouse (Eds.), Teaching and HIV& AIDS (pp. 237-246). Johannesburg: Macmillan.
  • 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). New York: Peter Lang.
  • 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). New York: Peter Lang.
  • 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). Rotterdam: Sense Publishers.
  • 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). London: RoutledgeFalmer.
Student

Supervision

  • De Beer, C. (2018). An autoethnographic exploration of creative design practice: Towards pedagogic implications. (Unpublished PhD thesis), University of KwaZulu-Natal, Durban, South African.
  • Hiralaal, A. (2018). A self-study of my role modelling as a teacher educator of Accounting Pedagogy. Unpublished PhD thesis, University of KwaZulu-Natal, Durban, South Africa.
  • Campbell, B. (2017). Influences on, and possibilities for, my English pedagogy: A narrative self-study. Unpublished PhD thesis, University of KwaZulu-Natal, Durban, South Africa
  • Masinga, L. (2013). Journeys to self-knowledge: A participatory study of teachers as sexuality educators.  Unpublished PhD thesis, University of KwaZulu-Natal, Durban.
  • Luthuli, K. (2016). Stimulating school-wide
    positive behaviour support in a primary school: A deputy principal’s
    self-study.     Unpublished MEd dissertation, University of KwaZulu-Natal,
    Durban.  
  • Mkhize , N. S. (2016). Integrating cultural
    inclusivity in a grade 4 classroom: A teacher’s self-study.     Unpublished MEd
    dissertation, University of KwaZulu-Natal, Durban.  
  • Phewa, Q. N. (2016). Cultivating
    supportive teacher-learner relationships in grade 1 classroom: A teacher’s
    Self-Study.     Unpublished MEd dissertation, University of KwaZulu-Natal,
    Durban.
  • Chiliza, H. Z. (2015). Facilitating creative arts teaching and learning with Foundation Phase teachers: A subject advisor’s self-study.  Unpublished MEd dissertation, University of KwaZulu-Natal, Durban.  
  • Moodley, R. (2015). Understanding the role of teachers in providing welfare care for learners: A teacher’s self-study.  Unpublished MEd thesis, University of KwaZulu-Natal, Durban.   
  • Madondo, S. p. (2014). Nurturing learners’ flair for written communication: A teacher’s self-study. Unpublished MEd thesis, University of KwaZulu-Natal, Durban.   (Cum Laude)
  • Magubane, S. E. (2014). Cultivating intrinsic motivation for learning Technology: A teacher’s self-study.  Unpublished MEd thesis, University of KwaZulu-Natal, Durban.  (Cum Laude)
  • Malek, F. (2014). The heart of the matter: A teacher’s self-study of the emotional curriculum in the Foundation Phase.  Unpublished MEd thesis, University of KwaZulu-Natal, Durban.   (Cum Laude)
  • Dlamini, F. (2013). Understanding pedagogical care: A teacher’s personal history self-study.  Unpublished MEd dissertation, University of KwaZulu-Natal, Durban.  
  • Ndaleni, T. (2013). Teaching English oral communication to IsiZulu-speaking learners in a secondary school: A self-study.  Unpublished MEd dissertation, University of KwaZulu-Natal, Durban.  
  • Vilakazi, B. (2013). Promoting lifelong teacher learning in the Intermediate Phase: A self-study of a Head of Department.  Unpublished MEd thesis, University of KwaZulu-Natal, Durban.  
  • Khan, R. (2012). Supporting Foundation Phase professional development: A self-study of a Head of Department. Unpublished MEd dissertation, University of KwaZulu-Natal, Durban.  
  • Mlambo, S. (2012). Supporting collaborative learning in the Foundation Phase: A self-study of a Head of Department. Unpublished MEd dissertation, University of KwaZulu-Natal, Durban.  
  • Makhanya, H. (2010). Preparing for the implementation of Foundations for Learning: A self-study of a subject advisor. Unpublished MEd dissertation, University of KwaZulu-Natal, Durban. Retrieved from http://researchspace.ukzn.ac.za/xmlui/handle/10413/6202
  • Varathaiah, B. A. (2010). Exploring the relationship between teachers’ experiences and evolving teacher identities in post-apartheid South Africa: A narrative inquiry. Unpublished MEd dissertation, University of KwaZulu-Natal, Durban. Retrieved from http://researchspace.ukzn.ac.za/xmlui/handle/10413/5598
  • Masinga, L. (2007). 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.  Unpublished MEd dissertation, University of KwaZulu-Natal, Durban. Retrieved from http://researchspace.ukzn.ac.za/xmlui/handle/10413/3147