- 2014 Ph.D. Education, University of KwaZulu-Natal, Durban
Thesis title: Enabling student teachers of literature to become agents of change
- 2007 Master of Education, University of KwaZulu-Natal, Durban
Dissertation title: History through drama: Perceptions, opinions, and experiences of history educators in the Further Education and Training phase at schools in the eThekwini region, KwaZulu-Natal
- 1984 Bachelor of Arts (Hons.) English, University of Durban-Westville
Modules: Literary Theory; Shakespeare; African Literature; Modern Drama; Modern Novel
- 1983 Bachelor of Arts, University of Durban-Westville
Majors: English III; Psychology III; History II; Speech and Drama II
- 2017 Distinguished Teachers Award, University of KwaZulu-Natal
- 2012 PhD Relief Grant, College of Humanities Research Office, University of KwaZulu-Natal
- 2011-2012 Strategic Research Grant, College of Humanities Research Office, University of KwaZulu-Natal
- 2010 University Travel Grant, Faculty of Education Research Office, University of KwaZulu-Natal
- 2003 Commonwealth Vision Award for Excellence in Film-making, London
- 2002 National Television Awards (3 awards) for excellence in television production, Durban
- 2001 National Television Awards (4 awards) for excellence in television production, Durban
- 1980 Burnwood Secondary School Head Prefect
- 2017 – Present Senior Lecturer: English Education.
University of KwaZulu-Natal, Durban, South Africa
- 2009 – 2017 Lecturer: English Education.
University of KwaZulu-Natal, Durban, South Africa
- 2004 – 2008 Contract Lecturer: English Education; Drama Education.
University of KwaZulu-Natal, Durban, South Africa
- 2003 Lecturer: Communication.
Durban University of Technology, Durban, South Africa
- 1997 Contract Tutor: Applied Linguistics.
University of Natal, Durban, South Africa
- 2015 – 2016 Action Learning and Action Research Association
- 2014 – 2018 South African Education Research Association
- 2013 – 2015 English Academy of Southern Africa
- 2013 – 2014 Reading Association of South Africa
- 2018 Programme Evaluator at Council for Higher Education (CHE)
- 2017 – 2019 School of Education School Board Representative on College Academic Affairs Board (CAAB)
- 2017 Convenor of Panel of the 2017 Thomas Pringle Award for Best Article in Education
- 2016 – 2016 Cluster Leader: Language and Arts Education, School of Education, University of KwaZulu-Natal
- 2014 – 2016 Research and Higher Degrees Committee, University of KwaZulu-Natal, School of Education
- 2014 – 2018 Peer Reviewer for Journals and Book Chapters
- Peer Reviewer for Journals: Educational Research for Social Change; Perspectives in Education; Alternation; Agenda; South African Journal of Education; The Journal for Transdisciplinary Research in Southern Africa; In Education (a Canadian publication); African Perspectives of Research in Teaching and Learning; Third World Quarterly; Journal of Education
- Peer Reviewer for Book Chapter: Object Medleys: Interpretive Possibilities for Educational Research (eds. Pillay, Pithouse-Morgan, Naicker)
- 2017 Peer Reviewer: National Research Foundation (NRF)
- 2018 Independent Peer Reviewer – invited to evaluate a journal (Per Linguam) as part of the Academy of Science of South Africa (ASSAf) peer review process of DHET accredited journals.
- 2014 – 2017 I have examined 10 M.Ed. dissertations and 3 PhD theses (to date)
- 2009 – 2011; 2013 – 2015 Discipline Co-ordinator: English Education, Language and Arts Education, School of Education, University of KwaZulu-Natal
- 2013 – Present External Examiner:
- 2017: B.Ed. (Sol Plaatjie University)
- 2015; 2016: B.Ed. Honours English Language Communication (Rhodes University)
- 2014; 2015; 2016: B.Ed. Language Methodology (University of the Witwatersrand)
- 2013; 2014; 2015; 2016; 2017; 2018: PGCE English Home Language; PGCE English Second Language (Nelson Mandela Metropolitan University)
- 2013; 2014; 2015; 2016: B.Ed. English Communication (Embury College)
- 1999 Acting Head of Department: Languages and Speech and Drama (Durban Girls’ Secondary)
- 1997 – 1998 South African Certification Board (SAFCERT) representative for Speech and Drama (KZN)
- 1987 – 1999 Member – KZN Speech and Drama Provincial Committee
- 1996 – 1998 Senior Certificate Examiner (KZN) for Speech and Drama – Head of Panel
- 1996 – 1999 Senior Certificate Sub-examiner / Chief Marker
- Pillay, A. 2018. Enabling agency through participatory action research in an honours-level postgraduate class in a School of Education. South African Journal of Higher Education. (in press)
- Myende, P. E., Samuel, M. A. & Pillay, A. 2018. Novice rural principals’ successful leadership practices in financial management: Multiple accountabilities. South African Journal of Education. 38 (2) pp. 1-11.
- Pillay, A. 2017. How teachers of English in South African schools recognise their change agency. South African Journal of Education. 37 (3) pp. 1-11.
- Pillay, A. & Wassermann, J. 2017. Espoused and Enacted Values of Student Teachers Interrogating Race, Class, and Gender in Literary Texts. Educational Research for Social Change. 6 (2) pp. 29-44.
- Pillay, A. 2015. Using participatory action research with student teachers in a South African English Education lecture-room: Methodological implications. Journal of Education. 61, pp.73-91.
- Pillay, A. 2015. Interrogating gender inequality to address gender violence: Using literary texts as catalysts in an English Education lecture-room. Agenda. Empowering women for gender equity. pp. 1-8.
- Pillay, A. 2015. Transformative and critical education praxis in a teacher education lecture-room. Education as Change.19 (3) pp. 4-23.
- Pillay, A. 2014. Harnessing students’ capital to teach and learn: Responsive pedagogies to implement change in a higher education lecture-room. Alternation. Special Edition (12). pp. 77-89.
- Pillay, A. 2014. Using collaborative strategies to implement critical pedagogy in a higher education lecture-room: Initiating the debate. South African Journal of Higher Education. 28(1). pp. 1-9. (Lead article)
- Pillay, A. 2010. Embracing multiliteracy for teaching and learning in higher education. South African Journal of Higher Education. 24(5). pp. 771-781
- Pillay, A. & Wassermann, J. 2006. History education through drama – a preliminary investigation. Yesterday and Today Special Edition.
- Pillay, A. 1994. Mbongeni Ngema on ‘Woza Albert’. Dramteach: A Journal for Drama Teachers. 1(1).
- B.Ed. (Honours) and M.Ed. modules at the University of KwaZulu-Natal
2009 – Present Cinematic, Television and Documentary Film Narratives; Critical Awareness of Language and Media; Language in Education; Narratives in Education
- (2010) Baldwin Ngcongo – ‘Use of group work in English classrooms’
- (2010) Nokulunga Dladla – ‘Learners’ perceptions of learning English’
- (2011) Leonard Hlongwa – ‘English Second Language Comprehension Difficulties among Grade 12 Learners: Intervention Evaluation at a High School in KwaZulu-Natal’s Ugu District’
- (2012) Munachiso Anyanwu – ‘Learners’ perceptions and experiences of reading English: A grade 10 English additional language classroom in a rural KwaZulu-Natal school’
- (2013) Sifiso Magagula – ‘First-year students’ perceptions and experiences of studying at university’
- (2013) Mirasha Pahlad ‘The use of drama strategies to improve second language learners’ English competence’
- (2014) Temitope Adekunle – ‘Attitudes of second language speakers to the learning of English’
- (2014) Amendhree Pillay – ‘The difficulties faced by teachers teaching English to second language speakers of English’
- (2015) Rochelle Dorasamy – ‘An investigation into teenagers’ reading habits’
- (2015) Bavani Chettiar – ‘The use of learning technology to improve the teaching and learning of English’
- (2016) Jennifer Sheokarah – ‘Experiences of learners learning a second language’
- (2016) Nkateko Chauke – ‘The attitudes of high school learners towards and perceptions about poetry’
- (2017) Bronwyn Oldfield – ‘Engaging with representations of violence in the novel Tsotsi by Athol Fugard’
- (2017) Silindile Sibisi – ‘Teaching English in a Special Needs classroom’
Project name: Teachers’ Work and Working Teachers: Working in Times of Uncertainty
Funded by: The National Research Foundation (NRF)
Principal Investigator: Nyna Amin (UKZN)
Co-investigators: Michael Samuel; Ansurie Pillay; Miranda Swart; Angela James; Doras Sibanda; Mari van Wyk (UKZN) + 8 postgraduate students
This project is an exploration of multiple facets of teachers’ work in South Africa. Teachers’ work is a complex notion that veers from formal, official prescriptions of what has to be done in terms of enactments of roles and functions to unanticipated contingencies that shape teachers’ work so that it differs from school to school. Seven researchers and 10 students (PhD and MEd) form the core research team. The aim of the project is threefold: to identify what work teachers do, under what conditions and its nature; to map out a provincial profile of teachers’ work in KwaZulu-Natal; and to implement the findings for teacher preparation. Multiple methodologies, both qualitative and quantitative will be deployed, with a variety of methods (interviews, focus group interviews, artefacts, transect walks, work diaries and observations) that will elicit data to capture the depth and breadth of teachers’ work. The project will unfold in three phases: ethnographic case studies, followed by a survey of KwaZulu-Natal teachers and finally, implementing the findings of the first two phases to inform the education of teachers-to-be. The significance of the project is the production of knowledge of an area that is not well researched in South Africa, the potential to improve the quality of teacher education, and ultimately, it will offer complex theorisations and conceptualisations of teachers’ work in authentic spaces. Furthermore, the project is important because it will provide mentorship for younger and aspiring researchers, opportunities to acquire advanced research skills, and to work collaboratively and experience knowledge production processes.
Research outcomes: Scholarly publications, Conference presentations, Book, Students’ postgraduate qualifications
- 2017 Mentor Writer on the Come Write With Me (CWWM) 2017 Writing for Publication Workshops – invited by University Education Induction Programme: UKZN Extended Learning – writing 2 articles with 2 novice writers
- 2016 Participant Observer/ Mentor Writer on the Come Write With Me (CWWM) 2016 Writing for Publication Workshops – University Education Induction Programme: UKZN Extended Learning – wrote 3 articles with 3 novice writers and 2 mentor co-writers
- 2015 Co-facilitator with Prof. Michael Samuel of a 2-Day Writing Retreat for Health Science academics (invited by the Office of the Dean of Teaching and Learning: College of Health Sciences, UKZN)