Dr Kirstin Wilmot

Lecturer and Coordinator of the Higher Education Studies Doctoral Programme

ORCid: orcid.org/0000-0001-9011-5888

k.wilmot@ru.ac.za

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

 

BOOKS

Winberg, C. McKenna, S., & Wilmot, K. (eds). (2020). Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory:.London: Routledge.

BOOK CHAPTERS

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. & McKenna, S. (2021 forthcoming). ‘Putting knowledge at the centre: The uptake of Legitimation Code Theory in Higher Education Studies in South Africa’ in, J. Huismann & M. Tight, Theory and Method in Higher Education Studies. Bingley: Emerald Publishing.

JOURNAL ARTICLES

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 writingCritical Studies in Teaching and Learning8(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 International55(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 Teaching49(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.

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 Conversationhttp://theconversation.com/university-writing-groups-provide-an-unexpected-space-for-change-96553

Last Modified: Fri, 29 Oct 2021 12:43:26 SAST