Kathleen Pithouse-Morgan is a Professor of Education at the University of Nottingham's School of Education and an honorary Professor at the University of KwaZulu-Natal's School of Education. Her scholarship is in professional learning, understanding and supporting teachers and other professionals as self-reflexive, inventive learners who bring about context-appropriate and practitioner-led change. Kathleen is passionate about research and teaching methods that are inspired by the arts and use creativity.
Kathleen is a co-convenor of the Arts-Based Educational Research Special Interest Group (SIG) of the British Educational Research Association (BERA). She is the past chair of the Self-Study of Teacher Education Practices (S-STEP) SIG of the American Educational Research Association (AERA). She is also the past convenor of the Self-Reflexive Methodologies SIG of the South African Education Research Association (SAERA). Kathleen is an executive editor of the international and multidisciplinary journal, Teaching and Teacher Education.
Previously in South Africa, Kathleen was the 2019 recipient of the Higher Education Learning and Teaching Association of Southern Africa's National Excellence in Teaching and Learning Award, recognised for advancing research-led teaching excellence. In 2020, Kathleen received the SAERA Research Honours Award for outstanding contributions to educational research in South Africa over a sustained period.
Through the self-reflexive methodologies of self-study, memory-work, autoethnography, poetic inquiry, and narrative inquiry, Kathleen Pithouse-Morgan's work documents and theorises how teachers and other professionals gain vital insights into their identities and practices, enabling them to lead educational and social change. She collaborates creatively across disciplines and continents to cultivate and study methodological inventiveness in professional learning. Noteworthy scholarly contributions include Polyvocal Professional Learning through Self-Study Research with Professor Anastasia P. Samaras of George Mason University, USA, and poetic professional learning. Recent book publications include Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-Work (2019) and Teaching, Learning, and Enacting of Self-Study Methodology (2018). Kathleen is currently leading a funded project on Poetic Research by Teachers in Higher Education.
Pithouse-Morgan, K., Pillay, D., & Mitchell, C. (Eds.). (2019). Memory mosaics: Researching teacher professional learning through artful memory-work. Springer.
Ritter, J. K., Lunenberg, M., Pithouse-Morgan, K., Samaras, A. P., & Vanassche, E. (Eds.). (2018). Teaching, learning, and enacting of self-study methodology: Unraveling a complex interplay. Springer Nature.
Pillay, D., Pithouse-Morgan, K., & Naicker, I. (Eds.). (2017). Object medleys: Interpretive possibilities for educational research. Sense Publishers.
Pillay, D., Naicker, I., & Pithouse-Morgan, K. (Eds.). (2016). Academic autoethnographies: Inside teaching in higher education. Sense Publishers.
Pithouse-Morgan, K., & Samaras, A. P. (Eds.). (2015). Polyvocal professional learning through self-study research. Sense Publishers.
Strong-Wilson, T., Mitchell, C., Allnutt, S., & Pithouse-Morgan, K. (Eds.). (2013). Productive remembering and social agency. Sense Publishers.
Mitchell, C., Strong-Wilson, T., Pithouse, K., & Allnutt, S. (Eds.). (2011). Memory and pedagogy. Routledge.
Mitchell, C., & Pithouse, K. (Eds.). (2009). Teaching and HIV & AIDS. Macmillan.
Pithouse, K., Mitchell, C., & Moletsane, R. (Eds.). (2009). Making connections: Self-study & social action. Peter Lang.