Education
Degrees
Diplomas & Certificates
Courses
Degrees
- 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
Diplomas & Certificates
- 2004 Advanced Postgraduate Certificate/ MA Coursework, Natal University, Durban.
Programme: Applied Linguistics - 2004 Certificate, Natal University, Durban.
Gender Consciousness and Leadership Training for Career Professionals - 1995 Certificate for English Medium Teachers (cum laude), University of Cambridge
Teaching English as a Second Language - 1985 University Higher Diploma in Education, University of Durban-Westville.
Specialisations: English; Speech and Drama
Courses
- 2013 University Education Induction Programme: UKZN Extended Learning
Teaching and Learning in Higher Education - 2013 University Education Induction Programme: UKZN Extended Learning
Assessing Learning in Higher Education - 2013 University Education Induction Programme: UKZN Extended Learning
Designing and Evaluating Curricula in Higher Education - 2013 University Education Induction Programme: UKZN Extended Learning
Supervising Research in Higher Education - 2004 Sithengi Southern Africa Film and TV Market
Film and Television Workshop - 2004 Sithengi Southern Africa Film and TV Market
Scriptwriters’ Workshop - 2000 Department of Education
Values Education - 2000 Department of Education
Stress Management and Conflict Resolution - 1999 – 2000 Department of Education
Peace Education and Gender Awareness
Awards
- 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
Professional Experience
University Experience
School Teaching Experience
TV/ Documentary Production Experience
Non-governmental Organisation (NGO) Experience
University Experience
- 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
School Teaching Experience
- Pitlochry Senior Primary, 2002 Drama Teacher
- Westville Boys High, 2001 Speech and Drama Teacher
- Durban Girls Secondary, 1987 – 2000 English Teacher; Speech and Drama Teacher
- Phoenix Secondary, 1986 English Teacher; Speech and Drama Teacher
TV/ Documentary Production Experience
- South African Broadcasting Corporation (SABC 1; SABC 2), 2001 – 2008 Documentary and Series Producer (Dharma Moments; Spirit Sundae; Issues of Faith; Pathways)
Non-governmental Organisation (NGO) Experience
- Local and International NGOs, 2001 Documentary Producer
- English Language Educational Trust, 1997 Lecturer Teaching English to Adult Learners
Research Interests
- Student/ teacher agency/ Agents of change
- Critical pedagogy/ critical theory
- Participatory/Action Research
- Language Education
- Social justice education
Teaching Interests
- Literary texts to teach social justice
- English Education pedagogy
- Literary, language and educational theory
- Representation
Professional Affiliations
- 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
Acedemic Services
- 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
Selected Publications
Journal Articles
Book chapter
Conference proceedings
Newspaper articles
Conference Presentations
Journal Articles
- Pillay, A., Khosa, M., Sheik, A., Campbell, B., Mthembu, B., & Nyika, N. 2021. How home contexts of South African university students shape their experiences of emergency remote teaching and learning. Student Success. 12(3) Advance online publication. https://doi.org/10.5204/ssj.1779
- Sheokarah, S & Pillay, A. 2021. Beyond Classroom Walls: The Role of a Co-curricula English Club in Supporting English Language Learning. Journal of Education. 82 pp. 113-128.
- Pillay, A. 2021. Talking Back to Shakespeare in a South African Lecture-room: Engaging in Critical Conversations about Resistance. Changing English: Studies in Culture and Education 28(1).
- Merisi, P.O. & Pillay, A. 2020. Exploring pre-service teachers’ beliefs about teaching and learning grammar: Implications for teacher education. Journal of Education. 79 pp. 31-46.
- Merisi, P.O. & Pillay, A. 2020. Understanding what shapes English education preservice teachers’ perceptions of preparedness to teach grammar. English in Education. 1-12.
- Mkhize, Z. & Pillay, A. 2018. Exploring black female post-graduate science students’ experiences and understandings of their intersectional identities. Alternation 25 (2) pp. 249 – 272.
- 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. 32 (6)
- 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. 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. 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).
Book chapter
- Merisi, P.O. & Pillay, A. 2020. Emergency Remote Teaching in Higher Education: How Academics Identify the Educational Possibilities. In L Ramrathan, N Ndimande-Hlongwa & JA Smit (eds). Humanities Curriculum in the Time of COVID-19. Alternation Press, Humanities Institute, UKZN, and the National Institute of the Human and Social Sciences.
- A. 2019. Supporting Academic and Social Transformation in a Teacher Education Lecture Room. In CL Scott & EN Ivala (eds.). Transformation of Higher Education Institutions in Post-Apartheid South Africa. New York, Routledge, pp.83-93.
- Wood, L., Crotty, Y., Dean, C., du Toit, P., Farren, M., James, A., Mafa, M., Mokhele, P. & Pillay, A. 2017. A Snapshot of Action Research in and by Higher Education in Southern Africa: Using participatory action research in a higher education lecture-room for a transformation agenda. In L. Rowell (ed.). Palgrave International Handbook of Action Research. USA, Palgrave, pp. 221-234.
Conference proceedings
- Pillay, A. 2013. Student teachers of literature becoming agents of change – International Council of Philosophical Inquiry with Children XVI Conference Proceedings – University of Cape Town, South Africa
- Pillay, A. 1997. Thinking, Listening Outcomes – English Language Education Trust Conference Proceedings – Natal University
- Pillay, A. 1997. ‘A post mortem on the 1996 Speech and Drama paper’ – The Daily News.
- 1996: “Listening Skills” – English Language Education Trust Conference Proceedings – Natal University
- Pillay, A. 1995. “An inexpensive and fun way into teaching language” – English Language Education Trust Conference Proceedings – Natal University
Newspaper articles
- Pillay, A. 1996; 1997. ‘Study Tips and Exam Preparation for Std 10 Speech and Drama learners’. Post Natal newspaper.
Conference Presentations
- 2017 Pillay, A. Embracing multiliteracies for teaching and learning in the English classroom. Keynote Speaker at the English Teachers’ Conference (Hilton College, South Africa).
- 2017 Pillay, A. Espoused and Enacted Values of Student Teachers Interrogating Race and Class in Literary Texts. Paper presented at the International Conference on Religion, Literature & Culture, Pune, India (Higher Education and research Society).
- 2016 Pillay, A. Special Interest Group Panel Discussion: How can Action Research help us to re-imagine education and educational research? Paper presented at the South African Education Research Association Conference, Cape Town, South Africa.
- 2015 Wood, L., Esau, O., Dean, C., James, A. & Pillay, A. A snapshot of action research in higher education in Africa. Paper presented at 9th Action Learning Action Research and 13th Participatory Action Research World Congress, Centurion, South Africa.
- 2014 Pillay, A. Using literary texts to engage with social justice issues. Paper presented at the English Academy of Southern Africa International Conference, Durban, South Africa.
- 2014 Pillay, A. Research for the students by the students: Participatory Action Research in a university lecture-room. Paper presented at the South African Education Research Association Conference, Durban, South Africa.
- 2013 Pillay, A. Student teachers of literature becoming agents of change. Paper presented at the International Council of Philosophical Inquiry with Children XVI Conference, Cape Town, South Africa.
- 2013 Pillay, A. Using collaborative teaching and learning to implement critical pedagogy in a higher education lecture-room.Paper presented at the 7th University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
- 2011 Pillay, A. This is how I do it: Teachers of literature tell their stories. Paper presented at the English Academy of South Africa International Golden Jubilee Conference, Cape Town, South Africa.
- 2011 Pillay, A. Participatory action research for communal, co-operative learning and agency in teacher education. Paper presented at the 5th University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
- 2010 Pillay, A. Be the change you want to see in the world: Changing teachers, changing worlds. Paper presented at the Action Research Conference, Port Elizabeth, South Africa.
- 2009 Pillay, A. Embracing multiliteracy for teaching and learning in higher education. Paper presented at the 3rd University Teaching and Learning Conference, University of KwaZulu-Natal, Durban, South Africa.
- Pillay, A. History through drama. Paper presented at the Histerix Symposium, Kearsney College, South Africa.
- 2007 Pillay, A. Using drama strategies to fire the historical imaginations in learners. Paper presented at the South African Society of History Teachers Conference, Durban, South Africa.
- 2006 Pillay, A. Involve me and I will learn – The use of drama strategies in the language classroom. Paper presented at the South African Association of Language Teachers Conference, Durban, South Africa.
- 2006 Pillay, A. A case for history through drama in the rural context. Paper presented at the Rural Teacher Development Conference, Durban, South Africa.
- 1997 Pillay, A. Thinking, Listening Outcomes. Paper presented at the English Language Education Trust Conference, Durban, South Africa.
- 1996 Pillay, A. Listening Skills. Paper presented at the English Language Education Trust Conference, Durban, South Africa.
- 1995 Pillay, A. An inexpensive and fun way into teaching language. Paper presented at the English Language Education Trust Conference, Durban, South Africa.
Postgraduate Teaching
- 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
Postgraduate Research Supervision
Honours
Masters
PhD
Honours
- (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’
Masters
- (2012) Lieza Larter – Full thesis – ‘Reading programmes to encourage reading in grade ten classrooms: Teachers’ and learners’ perceptions and experiences’ – co-supervision with Prof. Mbongeni Malaba. Dissertation – successfully supervised and passed.
- (2014) Nomalungelo Ngubane – Full thesis – ‘The effectiveness of cooperative learning in an English first additional language classroom’ – co-supervision with Mr. Bheki Mthembu. Dissertation – successfully supervised and passed.
- (2015) Vivienne Tutshana – Coursework dissertation – ‘On developing reading skills for Biology: The role of the Communication in Science module’. Dissertation – successfully supervised and passed.
- (2016) Mirasha Pahlad – Full dissertation – ‘Teaching philosophical developments in the Dramatic Arts classroom: An action research study to improve teaching practices’. Dissertation – successfully supervised and passed.
- (2017) Temitope Adekunle – Full dissertation – ‘International Students’ Experiences of Taking a Language and Media Studies Honours Specialisation at a South African University’. Dissertation – successfully supervised and passed.
- (2017) Munachiso Anyanwu – Full dissertation – ‘Experiences of the South African High School classroom: A case study of High school English classroom experiences of student-teachers of English at a university in KwaZulu-Natal‘ – Dissertation – successfully supervised and passed.
- (2017) Goodwill Ntaka – Full dissertation – ‘Experiences of teaching music as a component of the arts and culture learning area in the senior phase’ – co-supervision with Dr Yoliswa Nompula Dissertation – successfully supervised and passed.
- (2017) Sibenzile Mbhele – Full dissertation – ‘Reading Habits of First Year Students at a University of Technology in KwaZulu-Natal’ – successfully supervised and passed.
- (2017) Rochelle Dorasamy (full dissertation) – ‘Reading habits of grade 6 pre-adolescents at a primary school in Ottawa, KwaZulu- Natal’ – successfully supervised and passed.
- (2017) Temitope Adekunle – Full dissertation – ‘International Students’ Experiences of Taking a Language and Media Studies Honours Specialisation at a South African University’. Dissertation – successfully supervised and passed.
- (2017) Munachiso Anyanwu – Full dissertation – ‘periences of the South African High School classroom: A case study of High school English classroom experiences of student-teachers of English at a university in KwaZulu-Natal‘– Dissertation – successfully supervised and passed.
- (2017) Goodwill Ntaka – Full dissertation – ‘Experiences of teaching music as a component of the arts and culture learning area in the senior phase’ – co-supervision with Dr Yoliswa Nompula Dissertation – successfully supervised and passed.
- (2017) Sibenzile Mbhele – Full dissertation – ‘Reading Habits of First Year Students at a University of Technology in KwaZulu-Natal’ – successfully supervised and passed.
- (2017) Rochelle Dorasamy – Full dissertation – ‘Reading habits of grade 6 pre-adolescents at a primary school in Ottawa, KwaZulu- Natal’ – successfully supervised and passed
- (2017) Amendhree Pillay – Full dissertation – ‘Teaching and learning strategies used by teachers of English at a high school in the Mariannhill area, KwaZulu-Natal: A case study of English home language teachers teaching second language learners’ – successfully supervised and passed
- (2018) Jennifer Sheokarah (full thesis) – ‘Final-Year Student Teachers’ Perceived Preparedness to Teach English’– successfully supervised and passed
PhD
- (2018) Peter Merisi – ‘English Education Pre-Service Teachers’ Beliefs about Learning Grammar’ –successfully supervised and passed
Student Supervision
Honours
Masters
PhD
Honours
2010
- Baldwin Ngcongo – ‘Use of group work in English classrooms’
- 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’
2013
- Sifiso Magagula – ‘First-year students’ perceptions and experiences of studying at university’
- 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’
- Amendhree Pillay – ‘The difficulties faced by teachers teaching English to second language speakers of English’
2015
- Rochelle Dorasamy – ‘An investigation into teenagers’ reading habits’
- 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’
- 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’
- Silindile Sibisi – ‘Teaching English in a Special Needs classroom’
2018
- Kritasha Pillay – ‘Reading Habits of High School Learners’
- Samantha Mnguni – ‘Using drama strategies to teach English Second Language’
2019
- Swazi Kunene – ‘Learners’ responses to a feminist pedagogy in the English literature classroom’
2020
- Denosha Mungal – ‘The Representation of Youth in Shakespeare’s Romeo and Juliet’
- Veshika Van Dayer – ‘Grade 10 Learners’ Responses to the Representation of Black South Africans in Sindiwe Magona’s novel, Mother to Mother’
- Rezelle Jaganaikaloo – ‘Learners’ Understandings of the Representation of Women in Romeo and Juliet: A Case Study of Grade 10 Learners in an All-Girls’ School’
- Neevan Bullyraj – ‘Challenges Facing Grade 12 Second Language Learners when Writing in English’
Masters
2012
- Lieza Larter – Research dissertation – ‘Reading programmes to encourage reading in grade ten classrooms: Teachers’ and learners’ perceptions and experiences’ – co-supervision with Prof. Mbongeni Malaba.
2014
- Nomalungelo Ngubane – Research dissertation – ‘The effectiveness of cooperative learning in an English first additional language classroom’ – co-supervision with Mr. Bheki Mthembu.
2015
- Vivienne Tutshana – Coursework dissertation – ‘On developing reading skills for Biology: The role of the Communication in Science module’
2016
- Mirasha Pahlad – Research dissertation – ‘Teaching philosophical developments in the Dramatic Arts classroom: An action research study to improve teaching practices’
2017
- Temitope Adekunle – Research dissertation – ‘International Students’ Experiences of Taking a Language and Media Studies Honours Specialisation at a South African University’
- Munachiso Anyanwu – Research dissertation – ‘periences of the South African High School classroom: A case study of High school English classroom experiences of student-teachers of English at a university in KwaZulu-Natal‘
- Goodwill Ntaka – Research dissertation – ‘Experiences of teaching music as a component of the arts and culture learning area in the senior phase’ – co-supervision with Dr Yoliswa Nompula
- Sebenzile Mbhele – Research dissertation – ‘Reading Habits of First Year Students at a University of Technology in KwaZulu-Natal’
- Rochelle Dorasamy – Research dissertation – ‘Reading habits of grade 6 pre-adolescents at a primary school in Ottawa, KwaZulu- Natal’
- Amendhree Pillay – Research dissertation – ‘Teaching and learning strategies used by teachers of English at a high school in the Mariannhill area, KwaZulu-Natal: A case study of English home language teachers teaching second language learners’
2018
- Jennifer Sheokarah – Research dissertation – ‘Final-Year Student Teachers’ Perceived Preparedness to Teach English’
- Cleopatra Ntombizinhle Mabaso – Research dissertation – ‘Literacy practices of English Second Language first year students at a University of Technology’
2019
- Prince Ndlovu – Coursework dissertation – ‘Challenges When Writing in English: A Case Study of a Grade 8 Class in Rural KwaZulu-Natal’ – co-supervision with Dr Bridget Campbell
2020
- Andie Ngidi – Research dissertation – ‘Teachers’ Experiences of Teaching Poetry to English Second Language learners: A Case Study of Four High School Teachers in KwaZulu-Natal’
PhD
2018
- Peter Merisi – ‘English Education Pre-Service Teachers’ Beliefs about Learning Grammar’
2019
- Sibongile Hadebe – ‘Code-switching in the English Second Language Classroom: A Case Study of Four Rural High School Teachers in Umbumbulu, KwaZulu-Natal’
- Khanyisile Schroeder – ‘Factors affecting English language proficiency: A case study of a form four
Research Projects
2014 - 2016
2015 - 2017
2014 - 2016
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
2015 - 2017
Project name: Learning to Read, Reading to Learn, Learning to Write: Literacy Development for Secondary Schooling
Funded by: The National Research Foundation (NRF)
Principal Investigator: Emmanuel Mgqwashu (Rhodes University)
Co-investigator: Ansurie Pillay (UKZN)
Drawing from the Hallidayan, Bernsteinian and Vygotskyan theories of Systemic
Functional Linguistics, Pedagogic Discourse and Social Learning, this study examines the role that Rose’s (2005) Learning to Read, Reading to Learn Methodology could play in the development of literacy in 2 secondary schools: 1 in a Black Township and the other in a rural area in Grahamstown, Eastern Cape Province. Located with the Critical Paradigm, Subjective Epistemology and Mixed-Method approach, the study uses documentary evidence, semi-structured interviews and Learning to Read, Reading to Learn Methodology as research instruments. The latter is used as a pedagogic intervention in 1 Grade 10 classroom in each secondary school. Learners that will be part of the study at the beginning will remain study participants for 3 years until they reach Grade 12 in their schooling. The study hopes to contribute to debates concerning undoing classroom practices that favour the elite and marginalise the majority.
Research outcomes: Scholarly publications, Conference presentations, Book, Students’ postgraduate qualifications
Community Engagement
Writing Workshops
Conference Organising Committees
Teacher Workshops for the Department of Education, KZN
Other Community Engagement Projects
Writing Workshops
- 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)
Conference Organising Committees
- 2016: University Teaching and Learning (UTLO) Conference (Thematic Strand Co-ordinator; Abstract reviewer)
- 2015: Colloquium on Language Education in Curricula and African Languages Pedagogy (Venue bookings; Abstract review; Conference Editor; Programme Compiler)
- University Teaching and Learning (UTLO) Conference (Thematic Strand Co-ordinator; Abstract reviewer)
- 2014: South African Education Research Association (SAERA) Conference (Programme Committee; Conference Editor)
- English Academy of South Africa Conference (EASA) (Abstract Review; Programme and Abstract Book Compilation; Conference Editor; Liaison person with keynote speakers; Approving Venue Logistics)
Teacher Workshops for the Department of Education, KZN
- 2015: Four (4) Teacher Workshops on Promoting Reading in the Primary School
- 1998: Some approaches to the teaching of Mbongeni Ngema’s “Woza Albert”
- 1996: Teaching Zakes Mda’s “We Shall Sing for the Fatherland”
- 1989: Arriving at “The Rivals”
Other Community Engagement Projects
- 2013; 2014 Consultant to the Community Development Association at UKZN in association with Rotaract
- 2010 – 2016 Organise and facilitate the Time of the Writer at Edgewood in association with the Centre for Creative Arts (UKZN) annually
- 2012 Invited Prof. Peter Strauss to address the Languages staff on ‘Reading, writing and teaching poetry’ – Prof Strauss is a professor of English Studies and has written From Beowulf to Prufrock: One Thousand Years of English Writing
- 2010 Invited Prof. Amritjit Singh to address and workshop the Languages staff – Prof Singh is a Langston Hughes Professor of English at Ohio University, USA and senior editor for the MELA (Multi-Ethnic Literatures of the Americas) Series from Rutgers University Press.
- 1993 – 1999: Choir Mistress at Durban Girls’ Secondary School – performed at school and external functions e.g. at hospitals, launches, events
- 1996: Multicultural Multilingual Education (lecture to Final Year Education Students: Natal University, Durban
- 1996 – 1997: Preparing for the Matric Examinations on Radio Lotus
- 1982; 1983: University and Community Theatre productions
Project Engagement
Funded by: Andrew Mellon Foundation & Centre of Excellence in Food Security
Principal Investigator: Prof Relebohile Moletsane (UKZN)
Co-investigators: University of KwaZulu-Nata; (UKZN), Western Cape (UWC) & Pretoria (UP).
The objectives of this collaborative programme of inter-university co-operation are: To deepen and broaden the critical food studies programme as an interdisciplinary and intersectoral critical approach to food as material culture and food studies in the humanities; To deepen knowledge of and insight into national and global scholarship critical food studies in relation to existing knowledge and intellectual activism
Funded by: University Capacity Development Programme (UCDP)
Principal Investigator: Ansurie Pillay (UKZN)
Co-investigators: Bridget Campbell (UKZN); Bheki Mthembu (UKZN); Logan Athiemoolam (NMU); Eileen Scheckle (NMU); Ana Ferreira (WITS); Grant Andrews (WITS); Pravina Pillay (UNIZUL)
This collaborative exchange programme explores and critically interrogates how issues of social justice are incorporated into language education curricula and language education practices, with especial focus on English Education departments at 4 Schools/ Faculties of Education within 4 South African universities, the University of KwaZulu-Natal, University of the Witwatersrand, University of Zululand, and Nelson Mandela University.
Funded by: The National Research Foundation (NRF)
Principal Investigator: Emmanuel Mgqwashu (Rhodes University)
Co-investigator: Ansurie Pillay (UKZN)
This project examines the role that Rose’s (2005) Learning to Read, Reading to Learn Methodology plays in the development of literacy in 2 secondary schools: 1 in a Black Township and the other in a rural area in Grahamstown, Eastern Cape Province. Located with the Critical Paradigm, Subjective Epistemology and Mixed-Method approach, the study uses documentary evidence, semi-structured interviews and Learning to Read, Reading to Learn Methodology as research instruments.
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. aim of the project: 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 elicited data to capture the depth and breadth of teachers’ work.