Dr Kirstin Wilmot

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Dr Kirstin Wilmot

Coordinator - PhD in Higher Education Programme

k.wilmot@ru.ac.za

Kirstin Wilmot is the coordinator of the Higher Education Studies doctoral programme in CHERTL, where she also works as a lecturer in academic staff development. Kirstin has a background in sociolinguistics (MPhil, Cantab; MA, UCT) and has conducted research dealing with issues of identity, accent, social class and language/literacy practices. Her PhD research at the University of Sydney, under the supervision of Prof Karl Maton, shifted her research focus into the sociology of higher education and the framework of Legitimation Code Theory (LCT). Kirstin’s current research focuses on developing theoretical tools for analysing and understanding disciplinary knowledge-building practices, with a strong focus on the practice of doctoral writing and the supervision of doctoral research. Kirstin’s work has a strong social justice agenda in that it seeks to make explicit the often tacit disciplinary literacy practices that act as gatekeepers to becoming members of a discipline. Kirstin is an Associate Member of the LCT Centre for Knowledge-Building. Read more on Kirstin’s research profile here.

Recent publications (ORCID)

BOOKS

Winberg, C. McKenna, S., & Wilmot, K. (eds). (Forthcoming, June 2020). Building knowledge in higher education: New directions in teaching and learning. London: Routledge.

BOOK CHAPTERS

Winberg, C., McKenna, S., & Wilmot, K. (Forthcoming, June 2020). ‘Nothing so practical as good theory’: Legitimation Code Theory in higher education, in C. Winberg, S. McKenna & K. Wilmot (eds), Building knowledge in higher education: New directions in teaching and learning. London: Routledge.

Wilmot, K. (Forthcoming, June 2020). Learning to theorise data in doctoral writing: A tool for teaching and learning, in C. Winberg, S. McKenna & K. Wilmot (Eds.), Building knowledge in higher education: New directions in teaching and learning. London: Routledge.

JOURNAL ARTICLES

Wilmot, K. & McKenna, S. (2018). Writing Groups as Transformative Spaces. Higher Education Research and Development, 37(4), 868–882. https://doi.org/10.1080/07294360.2018.1450361

Wilmot, K. (2018). Designing writing groups to support postgraduate students’ academic writing: a case study from a South African university. Innovations in Education and Teaching International, 55(3), 257–265. http://dx.doi.org/10.1080/14703297.2016.1238775

Wilmot, K. (2015). Providing ‘auxiliary’ academic writing support to postgraduate students: A socio-cultural approach.Journal for Language Teaching, 49(2), 129–147. http://dx.doi.org/10.4314/jlt.v49i2.6

Wilmot, K. (2014). “Coconuts” and the middle-class: Identity change and the emergence of a new prestigious English variety in South Africa. English World-Wide: A Journal of Varieties of English, 35(3), 306–337.http://dx.doi.org/10.1075/eww.35.3.03wil

TEACHING RESOURCES

Wilmot, K. & Lotz-Sisitka, H. (2015). Supporting Academic Writing Practices in Postgraduate Studies: A sourcebook of academic writing support approaches and initiatives. Rhodes University, Grahamstown: Rhodes University Printers. Available at: https://www.ru.ac.za/media/rhodesuniversity/content/chertl/document/Wilmot_and_Lotz-Sisitka_2016_RU_Writing_Source_Book.pdf

Wilmot, K. (2015). Supporting Academic Writing Practices in Postgraduate Studies: A theoretical and practice-based overview of academic writing support approaches and initiatives. Rhodes University, Grahamstown: Rhodes University Printers.