- 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.
- 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)
- 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)
- Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (Eds.). (2019). Memory mosaics: Researching teacher professional learning through artful memory-work. Springer.
- 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.
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (Eds.). (2017). Object medleys: Interpretive possibilities for educational research. Sense Publishers.
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (Eds.). (2016). Academic autoethnographies: Inside teaching in higher education. Sense Publishers.
- Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015). Polyvocal professional learning through self-study research. Sense Publishers.
- Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (Eds.). (2013). Productive remembering and social agency. Sense Publishers.
- Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011). Memory and pedagogy. Routledge.
Chapters in Books
Guest-Edited Journal Issues
- 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