UKZN Academics Get SAERA Award for Outstanding Peer-Reviewed ChapterGeneral

Receiving the SAERA award on behalf of the research team are (from left) Dr Inbanathan Naicker, Dr Kathleen Pithouse-Morgan, Dr Daisy Pillay and Professor Theresa Chisanga.Receiving the SAERA award on behalf of the research team are (from left) Dr Inbanathan Naicker, Dr Kathleen Pithouse-Morgan, Dr Daisy Pillay and Professor Theresa Chisanga.

Dr Kathleen Pithouse-Morgan of the School of Education and her research team have received the SA Educational Research Association (SAERA) award for an outstanding peer reviewed article/chapter published in 2015.

The award was presented at the 2016 SAERA conference in Cape Town.

SAERA introduced the award this year as a way of recognising and promoting quality research.

The recognition is given to South African researchers who have published an outstanding article or book chapter judged according to specified criteria including originality, quality, a significant contribution to the understanding of education, a specific focus on South Africa and readability. 

The award was made to Pithouse-Morgan, Professor Nithi Muthukrishna, Dr Daisy Pillay, Dr Linda van Laren, Professor Relebohile Moletsane, Dr Inbanathan Naicker, Dr Lorraine Singh and Dr Jean Stuart, all of UKZN; Professor Theresa Chisanga of the Walter Sisulu University and Professor Thenjiwe Meyiwa of the Durban University of Technology.

They received the award for their co-authored chapter: “Learning About Co-flexivity in a Transdisciplinary Self-Study Research Supervision Community”, in the book: Polyvocal Professional Learning Through Self-Study Research (Sense Publishers). 

The co-authors are all postgraduate research supervisors who contribute to the Transformative Education/al Studies (TES) project in South Africa. TES is a National Research Foundation (NRF)-funded research intervention project that aims to study and nurture the growth of self-study research and supervision capacity within a transdisciplinary, multi-institutional, research learning community located across diverse university contexts.

In the chapter, the authors illustrate their learning about an original conceptualisation of ‘co-flexivity’ (collective reflexivity) through an innovative, collective research process of composing poems and reflexive dialogues.

They explore how they can deepen and extend their learning, being, and becoming supervisors by being reflexive together through thinking deeply about and questioning their research supervision practice and selves in dialogue with significant others which they have conceptualised as co-flexivity.

The authors offer their polyvocal learning about co-flexivity in self-study research supervision as a contribution to broader scholarly conversations about the impact of collaboration in research supervision.

Said Pithouse-Morgan: ‘This is particularly significant in the light of the identified need to devote more resources and efforts to supporting research supervision capacity development in the South African Higher Education sector.’

Melissa Mungroo