Kathleen Pithouse-Morgan
Dados Biográficos
| ID | 127755 |
|---|---|
| NOME | Kathleen Pithouse-Morgan |
| PRENOMES | Kathleen |
| SOBRENOME | Pithouse-Morgan |
| ASSINATURA | PITHOUSE-MORGAN K |
| AFILIAÇÕES | University of KwaZulu-Natal |
| ORCID | 0000-0001-8858-8213 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAÇÕES | 28 |
| TOTAL COMO AUTOR | 15 |
| TOTAL COMO EDITOR | 2 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
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…
Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry
This think piece contributes to qualitative inquiry and higher education by introducing collaborative feedback poetry as a theoretically and pedagogically grounded approach to literature reviewing. Co-authored by an education professor and a graduate student, this article explores how composing poetry in response to academic texts—specifically poetic inquiries by professors and graduate students—enriched their learning and fostered mutual underst…
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…
Self-study in Teaching and Teacher Education
The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10 self-study characteristics identified in the articles. The final analysis shows three broad self-study research contributions: a) teachers and teacher educators advance the education field by becoming…
Nourishing Wholehearted Faculty Professional Living through Co-Creative Play
This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers’ coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study d…
I Recognised That I Needed To Look Searchingly at My Own Teaching
Storywork is an indigenous research practice of making meaning through stories. This article offers an account of storywork as a self-study method for educational research. It brings into dialogue the distinctive personal stories of two South African primary school teachers, S'phiwe Madondo and Ntokozo Mkhize, who engaged in self-study research with the support of their supervisor, Kathleen Pithouse-Morgan. S'phiwe's and Ntokozo's storywork centr…
Flourishing Together
In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed…
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…
Polyvocal Professional Learning Through Self-Study Research
Dialogic Memory-Work as a Method to Explore the 'Afterlife' of our Self-Study Doctoral Research
We are teacher educators and researchers in South Africa. In our doctoral studies we used self-study methodologies to improve our professional practice in relation to the challenges of teaching and learning in the South African HIV and AIDS context. This article demonstrates how we, as teacher educator-researchers, explored the 'afterlife' of our doctoral research. We used self-selected exemplars from our own doctoral theses as research artefacts…
Expanding the memory catalogue
Much memory-work writing traces its origins to a systematic process of collaborative inquiry on female sexualisation undertaken by a group of feminist women in Germany in the 1980s. Other feminist researchers have since built on this work to explore gender and women's lived experiences. While a good deal of this work has continued to be collective, there is also more recent feminist memory-work writing that draws on ‘individual’ memories. From th…
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…
Letters to those who Dare Feel
Using reflective letter-writing as a method of generating data, a group of four researchers embarked on a collaborative autoethnographic inquiry into the emotional dimensions of researching social aspects of HIV & AIDS. In this article, we use the medium of a narrative dialogue to represent and re-examine our reflective letter-writing method. The dialogue draws attention to key features of reflective letter-writing as a collaborative autoethnogra…
Self-study through narrative interpretation
Things Fall Apart and Come Together
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching …
Letters to those who Dare Feel
Using reflective letter-writing as a method of generating data, a group of four researchers embarked on a collaborative autoethnographic inquiry into the emotional dimensions of researching social aspects of HIV & AIDS. In this article, we use the medium of a narrative dialogue to represent and re-examine our reflective letter-writing method. The dialogue draws attention to key features of reflective letter-writing as a collaborative autoethnogra…
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…
Expanding the memory catalogue
Much memory-work writing traces its origins to a systematic process of collaborative inquiry on female sexualisation undertaken by a group of feminist women in Germany in the 1980s. Other feminist researchers have since built on this work to explore gender and women's lived experiences. While a good deal of this work has continued to be collective, there is also more recent feminist memory-work writing that draws on ‘individual’ memories. From th…
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…
Dialogic Memory-Work as a Method to Explore the 'Afterlife' of our Self-Study Doctoral Research
We are teacher educators and researchers in South Africa. In our doctoral studies we used self-study methodologies to improve our professional practice in relation to the challenges of teaching and learning in the South African HIV and AIDS context. This article demonstrates how we, as teacher educator-researchers, explored the 'afterlife' of our doctoral research. We used self-selected exemplars from our own doctoral theses as research artefacts…
Self-study in Teaching and Teacher Education
The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10 self-study characteristics identified in the articles. The final analysis shows three broad self-study research contributions: a) teachers and teacher educators advance the education field by becoming…
Self-study through narrative interpretation
Things Fall Apart and Come Together
In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching …
Letters to those who Dare Feel
Using reflective letter-writing as a method of generating data, a group of four researchers embarked on a collaborative autoethnographic inquiry into the emotional dimensions of researching social aspects of HIV & AIDS. In this article, we use the medium of a narrative dialogue to represent and re-examine our reflective letter-writing method. The dialogue draws attention to key features of reflective letter-writing as a collaborative autoethnogra…
Expanding the memory catalogue
Much memory-work writing traces its origins to a systematic process of collaborative inquiry on female sexualisation undertaken by a group of feminist women in Germany in the 1980s. Other feminist researchers have since built on this work to explore gender and women's lived experiences. While a good deal of this work has continued to be collective, there is also more recent feminist memory-work writing that draws on ‘individual’ memories. From th…
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…
Polyvocal Professional Learning Through Self-Study Research
Dialogic Memory-Work as a Method to Explore the 'Afterlife' of our Self-Study Doctoral Research
We are teacher educators and researchers in South Africa. In our doctoral studies we used self-study methodologies to improve our professional practice in relation to the challenges of teaching and learning in the South African HIV and AIDS context. This article demonstrates how we, as teacher educator-researchers, explored the 'afterlife' of our doctoral research. We used self-selected exemplars from our own doctoral theses as research artefacts…
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…
Flourishing Together
In South African public higher education, the miseducative legacies of the past weigh heavily. This article offers our learning as leaders of a multicultural community of university educators that seeks to contribute towards repairing the damages of a divided and discriminatory past by means of self-study research. Through a collaborative arts-informed analysis process, we have heard multiple perspectives from community participants and expressed…
I Recognised That I Needed To Look Searchingly at My Own Teaching
Storywork is an indigenous research practice of making meaning through stories. This article offers an account of storywork as a self-study method for educational research. It brings into dialogue the distinctive personal stories of two South African primary school teachers, S'phiwe Madondo and Ntokozo Mkhize, who engaged in self-study research with the support of their supervisor, Kathleen Pithouse-Morgan. S'phiwe's and Ntokozo's storywork centr…
Nourishing Wholehearted Faculty Professional Living through Co-Creative Play
This study explores the value of co-creative play spaces for faculty professional learning and development. Data are drawn from the researchers’ coauthored publications, which utilized arts-inspired data generation modes. The pluralist methodological route and analysis results in design elements for professional learning captured through rich pictures, poetry, and dialogue. Resonances are shown between what has emerged from polyvocal self-study d…
Self-study in Teaching and Teacher Education
The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10 self-study characteristics identified in the articles. The final analysis shows three broad self-study research contributions: a) teachers and teacher educators advance the education field by becoming…
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…
Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry
This think piece contributes to qualitative inquiry and higher education by introducing collaborative feedback poetry as a theoretically and pedagogically grounded approach to literature reviewing. Co-authored by an education professor and a graduate student, this article explores how composing poetry in response to academic texts—specifically poetic inquiries by professors and graduate students—enriched their learning and fostered mutual underst…
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 (13 obras) · Pedagogy (10 obras) · Psychology (9 obras) · Political science (8 obras) · Social science (7 obras) · Art (6 obras) · Epistemology (6 obras) · Computer Science (5 obras) · Linguistics (5 obras) · Literature (5 obras)