All Outputs (25)

Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry (2025)
Journal Article
Pithouse-Morgan, K., & Phuong Le, N. (2025). Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry. Qualitative Inquiry, https://doi.org/10.1177/1077800425134

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... Read More about Reimagining Qualitative Literature Reviewing Through Collaborative Feedback Poetry.

Poetic professional learning through self-study in educational research (2025)
Book Chapter
Pithouse-Morgan, K., Madondo, S., & Hiralaal, A. (2025). Poetic professional learning through self-study in educational research. In D. L. Mulligan, M. Forbes, E. A. Anteliz, & P. Alan Danaher (Eds.), The Palgrave Handbook of Autoethnographic and Self-Study Education Research Methods. Palgrave Macmillan

This chapter explores the integration of poetic professional learning within self-study research, as illustrated by the doctoral inquiries of S’phiwe Madondo (2021) and Anita Hiralaal (2018), guided by Kathleen Pithouse-Morgan. It examines how poetry... Read More about Poetic professional learning through self-study in educational research.

Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars (2025)
Book Chapter
Pithouse-Morgan, K., Kortjass, M., & Mkhize-Mthembu, N. (2025). Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars. In D. Wyse, V. Baumfield, N. Mockler, & M. Reardon (Eds.), The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice (1-19). SAGE Publications

This chapter traces the evolution of the self-study research field since the 1990s, highlighting it as a growing force for change among education practitioners and scholars. It examines the historical backdrop of the field and identifies a set of eig... Read More about Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars.

Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference (2025)
Journal Article
Pithouse-Morgan, K., & van Laren, L. (in press). Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference. Studying Teacher Education,

Building on our experiences with collaborative poetic self-study, we explored the use of poetry in self-study research, focusing on its application at the Self-Study of Teacher Education Practices (S-STEP) Castle Conference from 1996 to 2023. Our cen... Read More about Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference.

Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow” (2025)
Journal Article
Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2025). Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow”. International Review of Qualitative Research, https://doi.org/10.1177/19408447251319417

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 in... Read More about Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow”.

At the intersection of philosophy and poetic inquiry (2025)
Digital Artefact
Pithouse-Morgan, K. (2025). At the intersection of philosophy and poetic inquiry. [BERA blog]

The relationship between poetry and philosophy is ineluctable (unavoidable and inescapable) and widely understood. Although in this blog post we won’t go as far as to claim, like Coleridge, that a poet and a philosopher are the same, we will, however... Read More about At the intersection of philosophy and poetic inquiry.

Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect (2024)
Journal Article
Pithouse-Morgan, K., van Laren, L., & Masinga, L. (2025). Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect. Studying Teacher Education, 21(1), 7-21. https://doi.org/10.1080/17425964.2024.2440358

Self-study research challenges professionals to closely examine their practices, the decisions and actions that shape them, and their commitment to their own development. Focusing on the self is not about navel-gazing but deepening professional learn... Read More about Professional Learning Through Arts-Inspired Collaborative Self-Study: Growing from the Inside Out with Rippling Effect.

Arts-based educational research narratives of academic identities: Perspectives from higher education (2024)
Book
Naicker, I., Pillay, D., Pithouse-Morgan, K., Masinga, L., Chisanga, T., & Hiralaal, A. (Eds.). (2024). Arts-based educational research narratives of academic identities: Perspectives from higher education. Springer (part of Springer Nature). https://doi.org/10.1007/978-981-97-6422-8

Arts-Based Educational Research Narratives of Academic Identities: Perspectives From Higher Education makes a unique contribution to the arts-based educational research (ABER) field, by focusing on the complexities of academic identities in higher ed... Read More about Arts-based educational research narratives of academic identities: Perspectives from higher education.

“Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship (2024)
Journal Article
Pithouse-Morgan, K., Pillay, D., Naicker, I., & van Laren, L. (2024). “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship. Journal of education (University KwaZulu-natal), 2024(94), 65-83. https://doi.org/10.17159/2520-9868/i94a05

The Self-Reflexive Methodologies Special Interest Group (SIG) of the South African Education Research Association (SAERA) has been active since 2014, with over 100 academics from more than 20 higher education institutions participating. The 10th Anni... Read More about “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship.

Poetic inquiry for the social and human sciences: Voices from the South and North (2024)
Book
van Rooyen, H., & Pithouse-Morgan, K. (2024). Poetic inquiry for the social and human sciences: Voices from the South and North. HSRC Press

Poetic Inquiry for the Human and Social Sciences: Voices from the South and North enriches human and social science research by introducing new voices, insights, and epistemologies. Poetic inquiry, or poetry as research, is a literary and performance... Read More about Poetic inquiry for the social and human sciences: Voices from the South and North.

Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue (2024)
Journal Article
Samaras, A. P., & Pithouse-Morgan, K. (2024). Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue. Studying Teacher Education, 20(3), 368-387. https://doi.org/10.1080/17425964.2024.2303667

We are teacher educators and methodological innovators who have been practicing and facilitating co-creativity (collaborative creativity) for ourselves and for others through poetic self-study. This article examines our professional learning as edito... Read More about Promoting Methodological Creativity and Innovations: Editorial Learning from a Poetic Self-Study Journal Special Issue.

Rethinking qualitative data analysis in a co-creative experimental approach (2023)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2023). Rethinking qualitative data analysis in a co-creative experimental approach. In J. DeHart, & P. Hash (Eds.), Arts-Based Research Across Textual Media in Education (12-27). Routledge. https://doi.org/10.4324/9781003294597-2

We are self-study research methodologists and teacher educators working across continents to enhance and broaden professional learning, knowledge, and practice. By witnessing and researching the value of multiple voices and stories interacting for pr... Read More about Rethinking qualitative data analysis in a co-creative experimental approach.

Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion (2023)
Journal Article
Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2023). Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion. Qualitative Inquiry, 30(2), 204-211. https://doi.org/10.1177/10778004231176099

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 Publ... Read More about Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion.

Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice (2023)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2023). Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice. In H. Mreiwed, M. R. Carter, S. Hashem, & C. H. Blake-Amarante (Eds.), Making Connections in and Through Arts-Based Educational Research (227-239). Springer. https://doi.org/10.1007/978-981-19-8028-2_17

In self-study research, numerous approaches are used, including collaboratively creative poetic inquiry. In this chapter, two teacher educators and self-study scholars consider how their polyvocal poetic play has helped challenge the status quo of me... Read More about Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice.

Self-study in Teaching and Teacher Education: Characteristics and contributions (2022)
Journal Article
Pithouse-Morgan, K. (2022). Self-study in Teaching and Teacher Education: Characteristics and contributions. Teaching and Teacher Education, 119, Article 103880. https://doi.org/10.1016/j.tate.2022.103880

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... Read More about Self-study in Teaching and Teacher Education: Characteristics and contributions.

Editorial: Poetic Self-Study Research (2022)
Journal Article
Pithouse-Morgan, K., & Samaras, A. P. (2022). Editorial: Poetic Self-Study Research. Studying Teacher Education, 18(3), 219-222. https://doi.org/10.1080/17425964.2022.2080168

Through self-study research, teacher educators, teachers, and other professionals reimagine their practice to contribute to new ways of knowing and doing. Self-studies can be performed in a multitude of ways and from a variety of viewpoints. Self-stu... Read More about Editorial: Poetic Self-Study Research.

“Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study (2022)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2022). “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study. In B. M. Butler, & S. M. Bullock (Eds.), Learning through collaboration in self-study: critical friendship, collaborative self-study, and self-study communities of practice (203-217). Springer (part of Springer Nature). https://doi.org/10.1007/978-981-16-2681-4_15

We are teacher educators who facilitate transdisciplinary self-study research in our home countries of South Africa and the United States of America. We have worked individually and with others to guide communities of university educators and graduat... Read More about “Risky, rich co-creativity”: Weaving a tapestry of polyvocal collective creativity in collaborative self-study.

Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing (2021)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2021). Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing. In J. Kitchen (Ed.), Writing as a Method for the Self-Study of Practice (137-154). Springer (part of Springer Nature). https://doi.org/10.1007/978-981-16-2498-8_8

We are teacher educators who facilitate and participate in transdisciplinary self-study research communities in our respective home countries of South Africa and the United States of America. Our comparable experiences first brought us together in 20... Read More about Polyvocal Poetic Play with Dialogue: Co-creativity in Self-Study Writing.

Being and becoming human in higher education: A co-autoethnographic inquiry (2021)
Book Chapter
Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2021). Being and becoming human in higher education: A co-autoethnographic inquiry. In E. Lyle (Ed.), Re/humanizing education (31-42). Brill Academic Publishers. https://doi.org/10.1163/9789004507593_004

We are South African academics in teacher development studies and educational leadership and management. In this chapter, we inquire, what have we learned through our autoethnographic explorations for re/humanizing learning and teaching, academic sel... Read More about Being and becoming human in higher education: A co-autoethnographic inquiry.

Academic Identities as Epicentres for Social Cohesiveness in Higher Education (2021)
Journal Article
Pillay, D., Chisanga, T., Hiralaal, A., Masinga, L., Naicker, I., & Pithouse-Morgan, K. (2021). Academic Identities as Epicentres for Social Cohesiveness in Higher Education. Alternation, 28(2), 1-10. https://doi.org/10.29086/2519-5476/2021/v28n2a1

This themed issue of Alternation explores how and why academics from multiple knowledge fields in South Africa and the United States of America (USA) position themselves vis-à-vis social cohesion in their everyday lives and educational practices. The... Read More about Academic Identities as Epicentres for Social Cohesiveness in Higher Education.