Roshini Pillay
Dados Biográficos
| ID | 668744 |
|---|---|
| NOME | Roshini Pillay |
| PRENOMES | Roshini |
| SOBRENOME | Pillay |
| ASSINATURA | PILLAY R |
| AFILIAÇÕES | University of the Witwatersrand |
| ORCID | 0000-0002-6873-1040 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 11 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 11 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 2 |
Lived experiences of vulnerable social work students during the Covid-19 pandemic engaged in emergency remote learning in Johannesburg
While the COVID-19 pandemic had a profound impact worldwide, it created challenges for a group of South African higher education students who relied on bursaries to fund their studies. This article highlights the experiences of these students, especially the difficulties they faced in adapting to emergency remote online learning during lockdown. Confronted with various new stressors, students were compelled to develop coping strategies to navigat…
Engaging With Migrant Learners as Co-Researchers Through Photovoice
In recent years, photovoice has gained considerable traction as a methodological approach for data collection. This article presents a reflexive account of our utilisation of photovoice for a qualitative doctoral research project that sought to capture the acculturation experiences of 12 immigrant adolescent learners in South Africa. Findings of the study offered rich and thick descriptions of co-researchers’ perspectives on how to foster success…
Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global Covid-19 pandemic
Writing Intensive (WI) courses depend on student engagement and continuous responses to student work. The sudden move to online learning in the face of COVID-19 presented profound challenges to this model. This is unsurprising since it is widely accepted that globally the quality of learning, particularly the acquisition of deep literacy, declined significantly throughout the pandemic (OECD, 2021; Garfinkle, 2020). This paper draws on the reflect…
Initial Course Design Phase of Group Work Education Using Authentic E-Learning
Group work education develops student competences for praxis. The Authentic eLearning framework has the potential to strengthen course design, develop critical thinking, multiple perspectives, articulation and reflection. This qualitative study conducted using educational design research explored the pedagogical practices of South African social workers in group work education. Ethics clearance for this study was received and data were analysed u…
Autoethnographic View of South African Social Work Educators During the Covid-19 Pandemic
COVID-19 has exposed the inequalities and polarisation of South African communities and institutions of higher learning on the continuum of privilege. As nine social work educators, we share our reflections on how we traversed the higher education space during the beginning of the pandemic, using an autoethnography lens, with the pedagogy of discomfort and critical social work theory as the threads in the complex tapestry of our stories. We descr…
Using blended learning in South African social work education to facilitate student engagement
The use of blended learning has increased in higher education internationally, and in South Africa specifically. However, the digital divide has widened as a result of various factors, such as urban versus rural geographical locations, and historically advantaged versus historically disadvantaged universities. This study explores the use of blended learning by social work educators to enhance students’ engagement in a classroom setting in nine co…
Cyberbullying—A Shrouded Crime
Crimes in the 21st century using technology as a medium are complex and evolving rapidly. One such crime that is difficult to define is cyberbullying, which extorts an emotional impact on the victim. This qualitative, descriptive case study considers the experiences of 10 undergraduate students regarding what they self-disclosed as cyberbullying. Snowball sampling was used, and the data collected using face-to-face interviews were analyzed using …
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
Are we getting socially just pedagogy right? Reflections from social work praxis
This article explores how the teaching of group work field education can be developed through learning communities. The Bachelor of Social Work degree is being revised to include a wider social development focus against the backdrop of increasing socio-economic inequality. Given these changes, educators are encouraged to develop courses that promote active learning to engage students emotionally, cognitively and behaviourally as socially responsi…
Like Playing With Fire Under a Hut' - You Will Get Burnt If You Do Not Adjust
High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of tw…
Caring for South Africa's Public Sector Employees in the Workplace
The management of work-life balance is complex and exigent as employees need to be supported in an environment of scarce skills that is exacerbated by the HIV/AIDS pandemic. Employee wellness programmes (including Employee Assistance Programmes [EAP], HIV/AIDS workplace programmes and health promotion interventions) have been criticized for not providing holistic services. In this study, a survey design method was used to compare the nature, type…
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
Are we getting socially just pedagogy right? Reflections from social work praxis
This article explores how the teaching of group work field education can be developed through learning communities. The Bachelor of Social Work degree is being revised to include a wider social development focus against the backdrop of increasing socio-economic inequality. Given these changes, educators are encouraged to develop courses that promote active learning to engage students emotionally, cognitively and behaviourally as socially responsi…
Caring for South Africa's Public Sector Employees in the Workplace
The management of work-life balance is complex and exigent as employees need to be supported in an environment of scarce skills that is exacerbated by the HIV/AIDS pandemic. Employee wellness programmes (including Employee Assistance Programmes [EAP], HIV/AIDS workplace programmes and health promotion interventions) have been criticized for not providing holistic services. In this study, a survey design method was used to compare the nature, type…
Like Playing With Fire Under a Hut' - You Will Get Burnt If You Do Not Adjust
High dropout rates in first year and the enculturation into the academic literacies essential in promoting a successful academic adjustment are some of the challenges faced by many students when entering a higher education institution. The study aimed to understand some of the factors that contribute to student adjustment as social work students negotiate the higher education landscape from first to second year. The study explored the views of tw…
Enabling transformation through socially just critical pedagogies in a health and wellbeing course
This paper offers a uniquely South African (SA) perspective on a blended learning course at a contact institution. In bringing together authentic learning (AL), social justice pedagogies and technology informed by student experiences, this paper hopes to contribute to the discourse around social justice in higher education (both nationally and internationally) and the inherent tension associated with critical (transformative) pedagogies. The atte…
Are we getting socially just pedagogy right? Reflections from social work praxis
This article explores how the teaching of group work field education can be developed through learning communities. The Bachelor of Social Work degree is being revised to include a wider social development focus against the backdrop of increasing socio-economic inequality. Given these changes, educators are encouraged to develop courses that promote active learning to engage students emotionally, cognitively and behaviourally as socially responsi…
Cyberbullying—A Shrouded Crime
Crimes in the 21st century using technology as a medium are complex and evolving rapidly. One such crime that is difficult to define is cyberbullying, which extorts an emotional impact on the victim. This qualitative, descriptive case study considers the experiences of 10 undergraduate students regarding what they self-disclosed as cyberbullying. Snowball sampling was used, and the data collected using face-to-face interviews were analyzed using …
Initial Course Design Phase of Group Work Education Using Authentic E-Learning
Group work education develops student competences for praxis. The Authentic eLearning framework has the potential to strengthen course design, develop critical thinking, multiple perspectives, articulation and reflection. This qualitative study conducted using educational design research explored the pedagogical practices of South African social workers in group work education. Ethics clearance for this study was received and data were analysed u…
Autoethnographic View of South African Social Work Educators During the Covid-19 Pandemic
COVID-19 has exposed the inequalities and polarisation of South African communities and institutions of higher learning on the continuum of privilege. As nine social work educators, we share our reflections on how we traversed the higher education space during the beginning of the pandemic, using an autoethnography lens, with the pedagogy of discomfort and critical social work theory as the threads in the complex tapestry of our stories. We descr…
Using blended learning in South African social work education to facilitate student engagement
The use of blended learning has increased in higher education internationally, and in South Africa specifically. However, the digital divide has widened as a result of various factors, such as urban versus rural geographical locations, and historically advantaged versus historically disadvantaged universities. This study explores the use of blended learning by social work educators to enhance students’ engagement in a classroom setting in nine co…
Teacher-team reflections on the quality and modes of thinking in Writing Intensive courses at the University of the Witwatersrand during the first year of the global Covid-19 pandemic
Writing Intensive (WI) courses depend on student engagement and continuous responses to student work. The sudden move to online learning in the face of COVID-19 presented profound challenges to this model. This is unsurprising since it is widely accepted that globally the quality of learning, particularly the acquisition of deep literacy, declined significantly throughout the pandemic (OECD, 2021; Garfinkle, 2020). This paper draws on the reflect…
Engaging With Migrant Learners as Co-Researchers Through Photovoice
In recent years, photovoice has gained considerable traction as a methodological approach for data collection. This article presents a reflexive account of our utilisation of photovoice for a qualitative doctoral research project that sought to capture the acculturation experiences of 12 immigrant adolescent learners in South Africa. Findings of the study offered rich and thick descriptions of co-researchers’ perspectives on how to foster success…
Lived experiences of vulnerable social work students during the Covid-19 pandemic engaged in emergency remote learning in Johannesburg
While the COVID-19 pandemic had a profound impact worldwide, it created challenges for a group of South African higher education students who relied on bursaries to fund their studies. This article highlights the experiences of these students, especially the difficulties they faced in adapting to emergency remote online learning during lockdown. Confronted with various new stressors, students were compelled to develop coping strategies to navigat…
Political science (9 obras) · Psychology (9 obras) · Sociology (9 obras) · Pedagogy (8 obras) · Higher Education Practises and Engagement (7 obras) · Social Work Education and Practice (7 obras) · Medicine (6 obras) · Social science (6 obras) · Medical education (5 obras) · Qualitative research (5 obras)