Dr Kirstin Wilmot
Senior Lecturer and Coordinator of the Higher Education Studies Doctoral Programme
Kirstin’s primary role in CHERTL is coordinating the Higher Education Studies Doctoral Programme. This role involves designing and facilitating three ‘Doc Weeks’ per year, as well as supervising a number of doctoral candidates. In her capacity as an academic developer, she teaches on the Postgraduate Diploma in Higher Education for Rhodes University lecturers and facilitates the Writing in the University: Ways of knowing, ways of doing short course. Kirstin combines her background and love of linguistics with higher education studies in her work on academic literacies. Her current research focuses on doctoral education, with a particular interest in 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
Recent publications (ORCID)
Wilmot, K. & McKenna, S. (2022), "Putting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa". In, Huisman, J. and Tight, M. (Eds.) Theory and Method in Higher Education Research, Vol. 7, pp. 147–160. Emerald Publishing Limited, Bingley. https://doi.org/10.1108/S2056-375220210000007009
Winberg, C. McKenna, S., & Wilmot, K. (eds). (2020). Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory:.London: Routledge.
Winberg, C., McKenna, S., & Wilmot, K. (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: Enhancing teaching and learning with Legitimation Code Theory. London: Routledge.
Wilmot, K. (2020). Learning to theorise data in doctoral writing: A tool for teaching and learning, in C. Winberg, S. McKenna & K. Wilmot (Eds.), Enhancing teaching and learning with Legitimation Code Theory.London: Routledge.
Wilmot, K., Quinn, L. & Vorster, J. (2021). Editorial: Pedagogies in Context – A selection of papers from the HELTASA 2019 Conference. Critical Studies in Teaching and Learning, 9(SI): ii-vi. https://doi.org/10.14426/cristal.v9iSI.478
Wilmot, K. (2021). ‘Fail early and fail fast’: The value of group supervision for doctoral candidates. Higher Education Research and Development. https://doi.org/10.1080/07294360.2021.1969543
Wilmot, K. (2020). Building knowledge with theory: Unpacking complexity in doctoral writing. Critical Studies in Teaching and Learning, 8(2), 18–38.
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
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.
POPULAR PRESS ARTICLES
Wilmot, K. (June, 2018). Learning how to theorise data in doctoral writing. Guest contributor post on DoctoralWriting SIG blog, https://doctoralwriting.wordpress.com/2018/06/04/learning-how-to-theorise-data-in-doctoral-writing/
Wilmot, K. & McKenna, S. (May, 2018). University writing groups provide an unexpected space for change. The Conversation, http://theconversation.com/university-writing-groups-provide-an-unexpected-space-for-change-96553
Last Modified: Mon, 24 Jan 2022 11:37:44 SAST