Asheena Singh-Pillay
Biographic Data
| ID | 4150321 |
|---|---|
| NAME | Asheena Singh-Pillay |
| GIVEN NAMES | Asheena |
| FAMILY NAME | Singh-Pillay |
| SIGNATURE | SINGH-PILLAY A |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0003-1540-8992 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Legitimising Indigenous knowledge systems as a pathway to sustainable development
This qualitative case study examines the integration of Indigenous Knowledge Systems (IKS) into Grade 8 Natural Sciences ecosystem teaching in KwaZulu-Natal, South Africa. Despite policy recognition, IKS integration remains largely tokenistic in South African curricula, with teachers lacking systematic pedagogical frameworks for authentic implementation. The research addresses two questions: what Indigenous Knowledge is integrated into ecosystem …
Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning …
Hear our voices
Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and cha…
The what, who and where of female students’ fear of sexual assault on a South African University campus
Sexual assault is a serious and urgent concern at university campuses. The fear of sexual assault is widespread and expressed almost exclusively by women. This briefing explores female students’ fears about sexual violence and the spaces within which they feel vulnerable while at university, with a view to planning effective interventions to address their fears. This was done by working with them towards understanding the nature and extent of sex…
Hear our voices
Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and cha…
The what, who and where of female students’ fear of sexual assault on a South African University campus
Sexual assault is a serious and urgent concern at university campuses. The fear of sexual assault is widespread and expressed almost exclusively by women. This briefing explores female students’ fears about sexual violence and the spaces within which they feel vulnerable while at university, with a view to planning effective interventions to address their fears. This was done by working with them towards understanding the nature and extent of sex…
The what, who and where of female students’ fear of sexual assault on a South African University campus
Sexual assault is a serious and urgent concern at university campuses. The fear of sexual assault is widespread and expressed almost exclusively by women. This briefing explores female students’ fears about sexual violence and the spaces within which they feel vulnerable while at university, with a view to planning effective interventions to address their fears. This was done by working with them towards understanding the nature and extent of sex…
Hear our voices
Early-career academics (ECAs) experience challenges with their integration into higher education institutions due to what is considered inadequate (or lack of) provision for effective professional development. In this article, we present our journey through a collective arts-based self-study project as ECAs guided by three seasoned academics: Kathleen Pithouse-Morgan, Daisy Pillay, and Inbanathan Naicker. We share our personal experiences and cha…
Exploring Science and Technology Teachers’ Experiences with Integrating Simulation-Based Learning
Science and technology require learners to engage in practical work and inquiry-based learning. In South Africa, schools still need laboratories, textbooks, and equipment for practical work. Considering the above contextual challenges, this paper calls for integrating computer simulation-based learning (SBL) into science and technology education. Very little is known about science and technology teachers’ experiences of simulation-based learning …
Legitimising Indigenous knowledge systems as a pathway to sustainable development
This qualitative case study examines the integration of Indigenous Knowledge Systems (IKS) into Grade 8 Natural Sciences ecosystem teaching in KwaZulu-Natal, South Africa. Despite policy recognition, IKS integration remains largely tokenistic in South African curricula, with teachers lacking systematic pedagogical frameworks for authentic implementation. The research addresses two questions: what Indigenous Knowledge is integrated into ecosystem …
Psychology (3 works) · Mathematics education (2 works) · Pedagogy (2 works) · Sociology (2 works) · African cultural and philosophical studies (1 works) · Art (1 works) · Criminology (1 works) · Curriculum (1 works) · Diverse Music Education Insights (1 works) · Education for sustainable development (1 works)