D Pillay
Biographic Data
| ID | 56770 |
|---|---|
| NAME | D Pillay |
| GIVEN NAMES | D |
| FAMILY NAME | Pillay |
| SIGNATURE | PILLAY D |
| AFFILIATIONS | University of KwaZulu-Natal |
| ORCID | 0000-0001-7152-3974 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 18 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Colonial memories in landscapes and waterways
This article shares a postqualitative, new materialist approach to memory work and storytelling, foregrounding the entangled colonial histories embedded in water and landscape. With its life-giving properties, water is a vital matter through which we can rethink histories to connect with the more-than-human and decolonise ourselves. Using new materialism, we create a watery assemblage (images and text) to challenge our thinking around the colonia…
Sacred materialities
This article proposes that engaging with posthuman spirituality can reveal new insights into how materiality generates meaning in academic workplaces. Posthuman theory can support an understanding of the materiality of meaningful academic work. This reframes spiritual engagement beyond anthropocentric doctrines, emphasising embodied and material entanglements with objects and environments. ‘Spiritual’ here refers to embodied, affective, and mater…
Amplifying embodiedness through life-art-writing
Neoliberal portrayals of academic lives as singular formulaic posturings in university settings are disembodying, dangerous, and unproductive. This productivity-driven narrative in academia is unfruitful and lacks an ethic of relational embodiedness. Arts-based research can recreate memories of lived educational experiences and leverage diverse perspectives to theorize enfleshments of embodied selves. Addressing the question: How can body-mind co…
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…
Academics Remaining Upbeat Amidst the Higher Education Polycrisis Context
This article maps the authors’ artful inquiry at the interface of poetry, artmaking, academic work, and the higher education polycrisis, asking, “What does our artful knowing make visible about academic work in the higher education polycrisis context?” “How do we poetically come to acknowledge our response-ability as academics working with and beyond the polycrisis?” “What does our co-creative artmaking produce as positive resistance?” and “Why d…
Assembling at the “great gates”
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…
Affirmative Ethics in the Covid-19 Moment
Posthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the q…
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…
Masculinity and violence
This qualitative study draws from focus group discussions with primary school boys,girls and their teachers to examine how violence is experienced at a rural school in KwaZulu-Natal, South Africa. The study draws attention to ‘amaphara' masculinity’ as conceptualized by Hunter (2021) and stick fighting as key to understanding the local expressions of violence and its problematic relationship with girls and 'other' boys.Examining these practices, …
Posthuman COV-llaboration
Caught up in the 'COVID moment and distancing-isolation,' the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble understandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared in this article that combined to enliven the collaboration. Grounded in Collective Memory Work and w…
Artful Representations as Productive Resistance
In this paper, we engage in productive resistance through exploring the application of an arts-based method in expanding the critical research methodology repertoire in the profession of speech-language pathology. There is a specific focus on the value of painting in the data representation process. We explore how a playful, creative analysis deepened the critical interpretative meaning-making process. In particular, we explain how artful represe…
Recreating a Graduate Supervisor through Art Making
Research Article| January 07 2020 Recreating a Graduate Supervisor through Art Making: An Autoethnographic Study Daisy Pillay Daisy Pillay University of KwaZulu-Natal Email: [email protected] Search for other works by this author on: This Site PubMed Google Scholar Journal of Autoethnography (2020) 1 (1): 99–104. https://doi.org/10.1525/joae.2020.1.1.99 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Revie…
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…
“Prison is not a good place … ”
Exploring the complex lives of incarcerated African women is a powerful site for deepening our knowledge and responsibility as a transforming country. Empirical research by South African researchers on circumstances that lead African women to imprisonment, and the conditions they experience in prison, is sadly lacking. We take a narrative inquiry stance to explore what can be learned about life in a South African prison from an ex-inmate, Bakke. …
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…
Masculinity and violence
This qualitative study draws from focus group discussions with primary school boys,girls and their teachers to examine how violence is experienced at a rural school in KwaZulu-Natal, South Africa. The study draws attention to ‘amaphara' masculinity’ as conceptualized by Hunter (2021) and stick fighting as key to understanding the local expressions of violence and its problematic relationship with girls and 'other' boys.Examining these practices, …
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…
Posthuman COV-llaboration
Caught up in the 'COVID moment and distancing-isolation,' the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble understandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared in this article that combined to enliven the collaboration. Grounded in Collective Memory Work and w…
Recreating a Graduate Supervisor through Art Making
Research Article| January 07 2020 Recreating a Graduate Supervisor through Art Making: An Autoethnographic Study Daisy Pillay Daisy Pillay University of KwaZulu-Natal Email: [email protected] Search for other works by this author on: This Site PubMed Google Scholar Journal of Autoethnography (2020) 1 (1): 99–104. https://doi.org/10.1525/joae.2020.1.1.99 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Revie…
Artful Representations as Productive Resistance
In this paper, we engage in productive resistance through exploring the application of an arts-based method in expanding the critical research methodology repertoire in the profession of speech-language pathology. There is a specific focus on the value of painting in the data representation process. We explore how a playful, creative analysis deepened the critical interpretative meaning-making process. In particular, we explain how artful represe…
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…
“Prison is not a good place … ”
Exploring the complex lives of incarcerated African women is a powerful site for deepening our knowledge and responsibility as a transforming country. Empirical research by South African researchers on circumstances that lead African women to imprisonment, and the conditions they experience in prison, is sadly lacking. We take a narrative inquiry stance to explore what can be learned about life in a South African prison from an ex-inmate, Bakke. …
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…
Recreating a Graduate Supervisor through Art Making
Research Article| January 07 2020 Recreating a Graduate Supervisor through Art Making: An Autoethnographic Study Daisy Pillay Daisy Pillay University of KwaZulu-Natal Email: [email protected] Search for other works by this author on: This Site PubMed Google Scholar Journal of Autoethnography (2020) 1 (1): 99–104. https://doi.org/10.1525/joae.2020.1.1.99 Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Revie…
Masculinity and violence
This qualitative study draws from focus group discussions with primary school boys,girls and their teachers to examine how violence is experienced at a rural school in KwaZulu-Natal, South Africa. The study draws attention to ‘amaphara' masculinity’ as conceptualized by Hunter (2021) and stick fighting as key to understanding the local expressions of violence and its problematic relationship with girls and 'other' boys.Examining these practices, …
Posthuman COV-llaboration
Caught up in the 'COVID moment and distancing-isolation,' the authors came together through a Collective Memory Work initiative to inquire into what solidarity during the COVID moment meant to each of them and collectively assemble understandings about this phenomenon. Critical relationships, methods, and more-than-human relationalities are shared in this article that combined to enliven the collaboration. Grounded in Collective Memory Work and w…
Artful Representations as Productive Resistance
In this paper, we engage in productive resistance through exploring the application of an arts-based method in expanding the critical research methodology repertoire in the profession of speech-language pathology. There is a specific focus on the value of painting in the data representation process. We explore how a playful, creative analysis deepened the critical interpretative meaning-making process. In particular, we explain how artful represe…
Affirmative Ethics in the Covid-19 Moment
Posthumanism locates, progresses, and asserts knowledge in the openings for interconnection. In this article, we undertake a collective biography using an interconnected arts-based practice that affords us complex relations with each other and material ways of thinking and being together. With a shared interest in posthuman theory and memory work, the authors connected online from Aotearoa/New Zealand, Australia, and South Africa to address the q…
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…
Academics Remaining Upbeat Amidst the Higher Education Polycrisis Context
This article maps the authors’ artful inquiry at the interface of poetry, artmaking, academic work, and the higher education polycrisis, asking, “What does our artful knowing make visible about academic work in the higher education polycrisis context?” “How do we poetically come to acknowledge our response-ability as academics working with and beyond the polycrisis?” “What does our co-creative artmaking produce as positive resistance?” and “Why d…
Assembling at the “great gates”
Colonial memories in landscapes and waterways
This article shares a postqualitative, new materialist approach to memory work and storytelling, foregrounding the entangled colonial histories embedded in water and landscape. With its life-giving properties, water is a vital matter through which we can rethink histories to connect with the more-than-human and decolonise ourselves. Using new materialism, we create a watery assemblage (images and text) to challenge our thinking around the colonia…
Sacred materialities
This article proposes that engaging with posthuman spirituality can reveal new insights into how materiality generates meaning in academic workplaces. Posthuman theory can support an understanding of the materiality of meaningful academic work. This reframes spiritual engagement beyond anthropocentric doctrines, emphasising embodied and material entanglements with objects and environments. ‘Spiritual’ here refers to embodied, affective, and mater…
Amplifying embodiedness through life-art-writing
Neoliberal portrayals of academic lives as singular formulaic posturings in university settings are disembodying, dangerous, and unproductive. This productivity-driven narrative in academia is unfruitful and lacks an ethic of relational embodiedness. Arts-based research can recreate memories of lived educational experiences and leverage diverse perspectives to theorize enfleshments of embodied selves. Addressing the question: How can body-mind co…
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 (11 works) · Political science (7 works) · Art (6 works) · Epistemology (5 works) · Linguistics (5 works) · Narrative (5 works) · Qualitative Research Methods and Ethics (5 works) · Social science (5 works) · Aesthetics (4 works) · Embodied cognition (4 works)