Professor Kriben Pillay, College Dean of Teaching and Learning (College of Law and Management Studies), invites you to a Teaching and Learning Presentation on Wednesday (during the Forum period)  3rd September 2014 from 12h15 to 13h00 at the Westville Campus,  J-Block, Boardroom, 2nd Floor, Room 022 at the School of Accounting, Economics and Finance (please diarise).   
This presentation can also be viewed live at  
Topic: Learning from the Transformative Education/al Studies (TES) Project 
Outline: The Transformative Education/al Studies project (TES) was a three-year (2011-2013), NRF-funded project led by researchers from three universities: Durban University of Technology, the University of KwaZulu-Natal, and Walter Sisulu University. The project participants were university educators who were pursuing Masters and Doctoral studies and their supervisors. These participants, all engaged in self-study of their educational practice in Higher Education, formed an inter-institutional, trans-disciplinary learning community.
TES aimed to enhance and study the development of self-reflexive pedagogic, research and supervision capacity among these participants. The conceptual underpinning of TES was that of reflexive Ubuntu, which demands a consciousness of our developing ‘selves’ as researchers and educators and of our interrelationships with other people.  In this presentation, I make public our learning from TES about supporting a postgraduate educational research learning community involving academic staff working and studying in three very different university contexts. I consider how collaborative, social and innovative approaches to scholarship of teaching and learning can enhance generativity in Higher Education research and pedagogy. 
Kathleen Pithouse-Morgan is a Senior Lecturer in Teacher Development Studies in the School of Education, University of KwaZulu-Natal, South Africa. She has recently received a Y1 (Young Researcher) rating from the South African National Research Foundation (NRF). Kathleen’s research interests include teacher development, self-study of practice, memory-work, HIV & AIDS education, collaborative scholarship, and creative and participatory approaches in education and research. She is lead editor of an interdisciplinary book on self-study titled Making connections: Self-study & social action (Pithouse, Mitchell, & Moletsane, 2009, Peter Lang) and co-editor of the books Teaching and HIV & AIDS (Mitchell & Pithouse, 2009, MacMillan), Memory and pedagogy (Mitchell, Strong-Wilson, Pithouse, & Allnutt, 2011, Routledge) and Productive Remembering and Social Agency (Strong-Wilson, Mitchell, Pithouse-Morgan & Allnutt, 2013, Sense). She is the author/ co-author of a number of peer reviewed journal articles and book chapters and has given a range of refereed conference presentations at local and international conferences. Kathleen is lead editor of a recent themed edition of the Journal of Education (South Africa), titled, Memory and Pedagogy (
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