Kathleen Pithouse-Morgan

Kathleen Pithouse-Morgan

Kathleen Pithouse-Morgan

Kathleen Pithouse-Morgan
Position Associate Professor;
Discipline Teacher Development Studies;
Phone 031-260-4360
Email pithousemorgan@ukzn.ac.za
Campus Edgewood Campus
Office Address Office No.: CS123

Degrees Held

  • PhD

Academic Interests

  • My signature academic work in the niche area of professional learning focuses on professionals initiating and directing their own learning to enhance their continuing growth.  This work is grounded in professional learning for teachers and teacher educators and has extended into research on professional learning across multiple professions and academic disciplines.

Research Interests

  • My scholarship is in professional learning, with a particular emphasis on reflexivity, collaboration and methodological inventiveness as conduits for generative professional learning, with implications for social agency and transformation. My academic work has led to an original conceptualisation of “polyvocal professional learning“, developed in collaboration with Professor Anastasia Samaras (George Mason University, USA).

Teaching Interests

  • Professional learning; teacher learning; self-study research; arts-based research; academic writing

Teaching Expertise

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

Publications

  • 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.
  • 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

  • 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