Inbanathan Naicker
Biographic Data
| ID | 127756 |
|---|---|
| NAME | Inbanathan Naicker |
| GIVEN NAMES | Inbanathan |
| FAMILY NAME | Naicker |
| SIGNATURE | NAICKER I |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0003-2092-0878 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 10 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Enacting Artful Knowing Through Collective Poetic Inquiry
The article traces the authors’ polyvocal work at the interface of poetry, social cohesion, and in/justice in higher education, asking, “How is our poetic knowing artful inquiry?”, “How do we enact poetic artful inquiry?”, “What does poetic artful inquiry produce?”, and “Why does poetic artful inquiry matter?” Eight collective poetic artful inquiries were explored using a multilayered analysis design characterized by a progression of ever-more-co…
Different Together
We, a diverse group of South African academics, study embodied reflexivity through poetry, and this article is an account of poetic inquiry inspired by assemblages created by the participants in a symposium, Object Inquiry for Social Cohesion in Public Higher Education. As the symposium’s cofacilitators, we wondered how and what we might learn from reading the assemblages poetically as embodied explorations of social cohesion. We describe the sym…
Together a Catalyst
The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom-in the c…
Object Medleys
New Research -New Voices involves two strands
Knowing What It Is like
We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning about how poetry and dialogue can facilitate a generative entanglement with autoethnographies written…
Self-Knowledge Creation Through Collective Poetic Inquiry
We explore how using the literary arts-based methodology of collective poetic inquiry deepened our own self-knowledge as South African academics who choose to resist a neoliberal corporate model of higher education. Increasingly, poetry is recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researchers. Also, poetry is understood as a mode of research analysis that can int…
Influence Matters
Influence Matters
Poor leadership and management among some school heads in Zimbabwe has been foregrounded as a cause for concern. Questions are being raised about school heads’ ability to influence teachers in their day-to-day practice. Hence, this qualitative ethnographic study with a focus on leader influence behaviours employed by school heads to motivate teachers to attain school goals. Two schools were purposively sampled and at each school the school head a…
School Principals Enacting the Values of Ubuntu in School Leadership
Good leadership is a core ingredient for successful schools. In order to develop and practice sound leadership, can anything be learned from the African philosophy of Ubuntu? The aim of this paper is to explore how the African philosophy of Ubuntu can be harnessed to improve school leadership. The key question that drives this paper is: How can school principals in their day-to-day leadership practice demonstrate the values and principles of Ubun…
Does Mentorship Add Value to In-service Leadership Development for School Principals? Evidence from South Africa
Leadership development has become topical as a means towards growing future leaders. However, what pedagogies and learning methods produce effective leaders remains contested. In South Africa, the National Department of Education has rolled out an Advanced Certificate in Education in School Leadership targeted initially at practising school principals. It combines a content and process rich programme involving work-based learning and employs ment…
Moving towards Curriculum Intellectualisingin the Context of Divergent Notions of African Scholarship
This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. We reflect on the journey we took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how we came to see that our own implicit notions of African scholarship co…
Knowing What It Is like
We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning about how poetry and dialogue can facilitate a generative entanglement with autoethnographies written…
Self-Knowledge Creation Through Collective Poetic Inquiry
We explore how using the literary arts-based methodology of collective poetic inquiry deepened our own self-knowledge as South African academics who choose to resist a neoliberal corporate model of higher education. Increasingly, poetry is recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researchers. Also, poetry is understood as a mode of research analysis that can int…
Does Mentorship Add Value to In-service Leadership Development for School Principals? Evidence from South Africa
Leadership development has become topical as a means towards growing future leaders. However, what pedagogies and learning methods produce effective leaders remains contested. In South Africa, the National Department of Education has rolled out an Advanced Certificate in Education in School Leadership targeted initially at practising school principals. It combines a content and process rich programme involving work-based learning and employs ment…
Does Mentorship Add Value to In-service Leadership Development for School Principals? Evidence from South Africa
Leadership development has become topical as a means towards growing future leaders. However, what pedagogies and learning methods produce effective leaders remains contested. In South Africa, the National Department of Education has rolled out an Advanced Certificate in Education in School Leadership targeted initially at practising school principals. It combines a content and process rich programme involving work-based learning and employs ment…
Moving towards Curriculum Intellectualisingin the Context of Divergent Notions of African Scholarship
This article provides a reflexive narrative account of a collaborative process of moving towards curriculum intellectualising in the context of diverse understandings of African scholarship in a South African university. We reflect on the journey we took in trying to make collective sense of postgraduate students' conceptions of African scholarship. The article illustrates how we came to see that our own implicit notions of African scholarship co…
School Principals Enacting the Values of Ubuntu in School Leadership
Good leadership is a core ingredient for successful schools. In order to develop and practice sound leadership, can anything be learned from the African philosophy of Ubuntu? The aim of this paper is to explore how the African philosophy of Ubuntu can be harnessed to improve school leadership. The key question that drives this paper is: How can school principals in their day-to-day leadership practice demonstrate the values and principles of Ubun…
Influence Matters
Influence Matters
Poor leadership and management among some school heads in Zimbabwe has been foregrounded as a cause for concern. Questions are being raised about school heads’ ability to influence teachers in their day-to-day practice. Hence, this qualitative ethnographic study with a focus on leader influence behaviours employed by school heads to motivate teachers to attain school goals. Two schools were purposively sampled and at each school the school head a…
Object Medleys
New Research -New Voices involves two strands
Knowing What It Is like
We offer an account of how we, a research team of three South African academics, have dialogued with multiculturalism and equity through collective poetic autoethnographic inquiry. The focus of the article is on our learning through reading and responding to published autoethnographies by three other South African academics. We share our learning about how poetry and dialogue can facilitate a generative entanglement with autoethnographies written…
Self-Knowledge Creation Through Collective Poetic Inquiry
We explore how using the literary arts-based methodology of collective poetic inquiry deepened our own self-knowledge as South African academics who choose to resist a neoliberal corporate model of higher education. Increasingly, poetry is recognized as a means of representing the distinctiveness, complexity and plurality of the voices of research participants and researchers. Also, poetry is understood as a mode of research analysis that can int…
Together a Catalyst
The COVID-19 pandemic necessitated many adjustments to everyday teaching at higher education institutions. While face-to-face lectures were the preferred teaching method of teacher educators prior to the COVID-19 pandemic, the shift to online teaching was heightened during the COVID-19 pandemic. This paper draws attention to the shifts we transitioned to as teacher educators teaching and researching via online platforms-specifically Zoom-in the c…
Different Together
We, a diverse group of South African academics, study embodied reflexivity through poetry, and this article is an account of poetic inquiry inspired by assemblages created by the participants in a symposium, Object Inquiry for Social Cohesion in Public Higher Education. As the symposium’s cofacilitators, we wondered how and what we might learn from reading the assemblages poetically as embodied explorations of social cohesion. We describe the sym…
Enacting Artful Knowing Through Collective Poetic Inquiry
The article traces the authors’ polyvocal work at the interface of poetry, social cohesion, and in/justice in higher education, asking, “How is our poetic knowing artful inquiry?”, “How do we enact poetic artful inquiry?”, “What does poetic artful inquiry produce?”, and “Why does poetic artful inquiry matter?” Eight collective poetic artful inquiries were explored using a multilayered analysis design characterized by a progression of ever-more-co…
Sociology (9 works) · Pedagogy (7 works) · Social science (7 works) · Psychology (6 works) · Political science (5 works) · Higher Education Practises and Engagement (4 works) · Linguistics (4 works) · Poetry (4 works) · Reflexivity (4 works) · Aesthetics (3 works)