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.
A distinctive outgrowth of my scholarship has been the increasingly multifaceted and extensive exploration of what I have come to characterise as “professional poetic learning”. Another noteworthy research outcome has been the innovative conceptualisation of “polyvocal professional learning“, developed through an international research collaboration with Professor Anastasia P. Samaras (George Mason University, USA).
- Teacher development, self-study of educational practice, memory-work, and arts-based approaches in education and research.
- 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. Cham, Switzerland: 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. Singapore: Springer Nature.
- Pillay, D., Pithouse-Morgan, K., & Naicker, I. (Eds.). (2017). Object medleys: Interpretive possibilities for educational research. Rotterdam, Netherlands: Sense Publishers. Available at: https://www.sensepublishers.com/catalogs/bookseries/new-research-new-voices/object-medleys/
- Pillay, D., Naicker, I., & Pithouse-Morgan, K. (Eds.). (2016). Academic autoethnographies: Inside teaching in higher education. Rotterdam, The Netherlands: Sense Publishers. Available at: https://www.sensepublishers.com/catalogs/bookseries/other-books/academic-autoethnographies/
- Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015). Polyvocal professional learning through self-study research. Rotterdam: Sense Publishers. Available at: https://www.sensepublishers.com/catalogs/bookseries/professional-learning-1/polyvocal-professional-learning-through-self-study-research/
- Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (Eds.). (2013). Productive remembering and social agency. Rotterdam: Sense Publishers.
- Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011). Memory and pedagogy. New York: Routledge.
- Pithouse, K., Mitchell, C., & Moletsane, R. (Eds.). (2009). Making connections: Self-study & social action. New York: Peter Lang.
- Mitchell, C., & Pithouse, K. (Eds.). (2009). Teaching and HIV & AIDS. Johannesburg: Macmillan.
- Dhlula-Moruri, M. N. (2020). Exploring collaborative learning: A university educator’s self-study. (Unpublished PhD thesis), University of KwaZulu-Natal, Durban, South Africa.
- 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.