School of Education

Nyna Amin

Nyna Amin

Leadership
AL: Research & Higher Degrees

Position

Academic Leader, Associate Professor

Discipline

Curriculum & Education Studies

Email

amin@ukzn.ac.za

Contact Number

031-260-7255

Campus

Office Address

CS138, Second Floor, Main Tutorial Building

Last Updated

11 months ago

Degrees Held

  • BA
  • B.Ed (Hons)
  • M.Ed (cum laude),
  • D.Ed

Experience

  • BEd – Professional Studies 110; Teaching Practice 120 (2006-2011)
  • MEd – Generic research modules (2008-2014)
  • PhD – Cohort supervision (2008-2014)

Awards

  • NRF grant: Teachers’ Work Project (2014-2016)
  • HELTASA National Commendation for Excellence in Teaching (2012)
  • Distinguished Teacher’s Award (2011)
  • Teaching and Learning Innovations and Quality Enhancement Grant (2010)
  • Winner: Best Scholarly Engagement. Research Indaba, U of Pretoria (2009)
  • Tripartite Research Collaboration Scholarship – Belgium (2009)
  • Tripartite Research Collaboration Scholarship – Belgium (2008)
  • Merit Award from the University of KwaZulu-Natal for excellent work (2007)
  • Leap Lectureship in Education (2006 – 2008)
  • Fulbright Scholarship to Michigan State University (2003 – 2004)

Research interests

Teacher education, higher education, medical education, gender, discourse analysis

Teaching interests

Educational research and discourses, research methodology, proposal writing skills, writing for publication

Student Supervision

  • Laura Campbell: Certain the curriculum, uncertain the context: Palliative care in context (2012)
  • Sharon Bengtson: What young children say about violence in their school (2010)
  • Romy Ganassi: The reading experiences of grade four children (2010)
  • Devakumari Poovan: Exploring principals’ speeches: Sensitising student teachers to school contexts (2012)
  • Nessa G Reddy: Exploring an orientation programme for student teachers: A discourse analysis of principals’ speeches (2012)
  • Somadhanum Naidoo: Exploring orientation speeches of school principals: Inspirational invitations to student teachers (2012)
  • Wade Cafun: The relationship between teachers’ conceptions of globalisation and professional learning (2012)
  • Sathiaveni Duel Moodley: The influence of context on teachers’ conceptions of professional expertise (2013)
  • Vanmala Poonsamy: The influence of context on novice teachers’ professional development (2013)
  • Isaiah David: A social justice analysis of policies on internationalization in a higher education institution (2014)

Selected Publications

  • Amin, N. (2020). Teachers’ perspectives of the parent involvement hexis in under-resourced urban schools. In, G. van Schalkwyk & N. Toren (Eds). Parental involvement: Practices, improvement strategies and challenges. New York: Nova Science Publishers. Pp 143-170.
  • Martin, M. & Amin, N. (2020). Teacher care work in situations of severe deprivation. Pastoral Care in Education. DOI 10.1080/02643944.2020.1725906
  • Govind, M. & Amin, N. (2017). Towards a realistic description for new radiology graduates in South Africa. Alternation, 24(2), 56-74.
  • Ndlovu, Z.A., Amin, N. & Samuel, M.A. (2017). Examining pre-service teachers’ subject matter knowledge of school mathematics. Journal of Education. Issue 70, 45-71.
  • Amin, N., Samuel, M.A. & Dhunpath, R. (2016). Undoing cognitive damage. In, M.A. Samuel, R. Dhunpath & N. Amin (Eds). Disrupting higher education curriculum: Undoing cognitive damage. Rotterdam: Sense Publishers. (p. 3-16).
  • Amin, N. (2016). Curriculum without borders? In, M.A. Samuel, R. Dhunpath & N. Amin (Eds). (2016). Disrupting higher education curriculum: Undoing cognitive damage. Rotterdam: Sense Publishers. (P. 291-303).
  • Samuel, M.A., Dhunpath, R. & Amin, N. (Eds). (2016). Disrupting higher education curriculum: Undoing cognitive damage. Rotterdam: Sense Publishers. Pp. 303. [Edited Book]
  • Amin, N. & Vithal, R. (2015). Teacher knowing or not knowing about students. South African Journal of Education. Vol. 35(3), online. # 1078, 9 pages. Doi: 10.15700/saje.v35n3a1078
  • Maharajh, L.R. & Amin, N. (2015). A gender critique of the eight Hindu marriage forms. Journal of Gender & Religion in Africa. Vol.  21(2), 77-98.
  • Nnabuike N.C., Amin, N. & Moodley, J. (2015). Ruptured subcapsular haematoma of the liver due to pre-eclampsia presenting as interstitial pregnancy and the role of intra-abdominal packing. Nigerian Journal of Clinical Practice. Vol. 18(2), 300-304.

 

  • Campbell, L. & Amin, N. (2014). Potential benefits and challenges of traditional healers providing aspects of palliative care in rural South Africa. Rural and Remote Health. 14:2378 (online).
  • Ngene, N.C., Amin N. & Moodley, J. (2014). Ruptured subcapsular hematoma of the liver due to pre-eclampsia presenting as interstitial pregnancy and the role of intra-abdominal packing. Nigerian Journal of Clinical practice. (forthcoming).
  • Campbell, L. & Amin, N. (2013). Dilemmas of telling bad news: Paediatric palliative care providers’ experiences in rural KwaZulu-Natal, South Africa. South African Journal of Child Health. 7(3), 113-116.
  • Amin, N. & Campbell, L. (2012). A post-structural glimpse at the World Health Organization’s palliative care discourse in rural South Africa. Journal of Rural and Remote Health, 12: 2059 (online).
  • Amin, N. (2012). Excavating memories: A retrospective analysis of mathematics teachers’ foregrounds. Pythagoras, 33(2) #178, 9 pages.
  • Amin, N. (2011). Critique and care in higher education assessment: From a Cartesian plain to Mobius congruity. Alternation, Vol. 18(2), 268-288.
  • Amin, N., & Dhunpath, R. (2019). Curriculum without borders: Transdisciplinary, interdisciplinary and multidisciplinary teaching in higher education. Alternation, (2019) 1-3.
  • Dhunpath, R., Amin, N. & Chatradari, D. (2018). Higher education today: Crises, contestations, contemplations and futures. 25,1-11.
  • Amin, N. (2018). African inspired scholarship of teaching and learning. African Perspectives of Researching Teaching and Learning. 2,1-5.
  • Dhunpath, R., Amin, N. & Khumalo, L. (2017) Advancing teaching innovation and research excellence in higher education. 24(2), 1-11.
  • Dhunpath, R., Amin, N. & Msibi, T. (2016). Can policy learn from practice? Alternation 23(1), 1-14.
  • Dhunpath, R., Amin, N. & Msibi, T. (2015). Comparative perspectives on higher education systemic change, curriculum reform, quality promotion and professional development. Alternation 16, 1-8.
  • Amin, N. & Govinden D. (2014). Autobiographies, biographies and writing lives. Agenda. 98(28.1), 1-4.
  • Dhunpath, R., Amin, N. & Msibi, T. (2014). Re-envisioning African Higher Education: Alternative Paradigms, Emerging Trends and New Directions.
  • Dhunpath, R., Nakabugo, M.G. & Amin, N. (2013). Higher education in an era of reconstruction, internationalisation, competition and cooperation. Alternation, 20(2).
  • Dhunpath, R. & Nakabugo, M.G. & Amin, N. (2012). Transformational trends in higher education scholarship and curriculum. Alternation, 19(2), 1-11.
  • Amin, N. & Vandeyar, S. (2014). Theoretical underpinnings of researching good teacher education practices: Some methodological considerations. In, S. Vandeyar (ed.). Good practice in culture rich classrooms: Research-informed perspectives. Cape Town: Oxford University Press.
  • Vandeyar, S. & Amin, N. (2014). Good practice in culture rich classrooms. In, S. Vandeyar (ed.). Good practice in culture rich classrooms: Research-informed perspectives. Cape Town: Oxford University Press.
  • Amin, N. & Govinden, D. (2012). Sari stories: Fragmentary images of ‘Indian women’. In, C. Mitchell & R. Moletsane (Ed). Was it something I wore? Gender, dress and material culture in social research. (pp. 323-340) Pretoria: HSRC Press.