Degrees Held
- Bachelor of Arts University of Natal 1984
- Higher Diploma Education University of Natal 1985
- Masters degree in Education UKZN 2002
- PhD 2017 UKZN
Research Interests
- Pedagogic Practices
- Self study
- Language Transitioning and Academic Literacy
- Social Justice issues
Degrees Held
- Literature
- Innovative classroom practices
Selected Publications
Journal Articles
Chapters in Books
Journal Articles
- Campbell, B. (2016). Rethinking my poetry pedagogy: an autoethnographic self-study. South African Journal of Higher Education, Vol: 30 (1)
- Campbell, B. Multilayered Reflections of a Social Justice Bricoleur: Becoming More Purposeful in My Postgraduate Pedagogy, Educational Research for Social Change (ERSC) Vol: 7 (1)
- Campbell, B. Switching colours: Becoming a culturally responsive teacher educator. South African Journal of Higher Education: Vol. 32 (6)
- Campbell,. Mhlongo B. (2019). Using Photographs as Memory Prompt Objects: Influencing Pre-Service Language Teachers To Recognise Reading as a Driver of Social Change, Educational Research for Social change, Volume: 8 (1)
- Campbell B, Marcus L (2020). Negotiating Language Transitioning alongside Academic Literacy in Higher Education, Italian Studies in Southern Africa, Vol 33 (2)
- Pillay, A; Khosa M; Sheik, A Campbell, B; Mthembu, B. & Nyika, N. (2021). How Home Contexts of South African University Students Shape their Experiences of Emergency Remote Teaching and Learning. Student Success.
- Pillay, A; Khosa M; Campbell, B; Nyika, N; Sheik, A. (2021). African female university students’ experiences of online education at home during the COVID-19 pandemic. Journal of Education, vol 30
- Pillay, A.; Campbell, B.; Sheik, A.; Khosa. & Nyika, N. (2021) Experiences of Remote Online Learning When Studying a Novel in the Context of the COVID-19 Pandemic. Teacher Educator, DOI: 10.1080/08878730.2021.1983098 https://doi.org/10.1080/08878730.2021.1983098
- Pillay, A.; Khosa, M.; Sheik, A.; Campbell, B.; Mthembu, B. & Nyika, N. (2021). How Home Contexts of South African University Students Shape their Experiences of Emergency Remote Teaching and Learning. Student Success. https://doi.org/10.5204/ssj.1779
- Prinsloo, L. & Campbell, B. (2022) Gaining insight into students’ language experiences through their linguistic autobiographies, English in Education. https://www.tandfonline.com/eprint/ZSUGNWYTDEYWCRCSHGY2/full?target=10.1080/04250494.2022.2064740
- Campbell, B. (2022): A critical reflection of my collaborative learning journey in a South African pre-service teacher education film study module, Changing English, DOI: 10.1080/1358684X.2021.2023464
- Loraine Prinsloo-Marcus & Bridget Campbell (2022): Linguistic autobiographies and critical friend conversations as reflective tools in pre-service teacher education, Changing English, DOI: 10.1080/1358684X.2022.2140646 To link to this article: https://doi.org/10.1080/1358684X.2022.2140646
- Campbell, B. Mhlongo, B. Mthembu, B. & Marais, E. (2023): Reflections on Our Journeys to Foregrounding Students’ Experiences Through Literature in a Pre-Service Teacher Education Programme, Changing English: https://doi.org/10.1080/1358684X.2023.2284134
- Dawood, S. & Campbell, B. (2024). Lessons Learnt in Promoting Arabic as a Further Education and Training Learning Area in a Selected KwaZulu-Natal Muslim School, Journal for Islamic Studies https://doi.org/10.25159/2957-9163/15971
Chapters in Books
- Mitchell, C, Campbell, B; Pizzuto, S. (2019) Seeing through television and film: The teacher’s gaze in professional learning 95-112 in book: Pithouse-Morgan et al. (eds.),Memory Mosaics: Researching Teacher Professional Learning Through Artful Memory-work, Studies in Arts-Based Educational Research 2, 10.1007/978-3-319-97106-3_6
- Mitchell, C., Campbell, B., Pizzuto, S., & Benoit, B. (2018) Seeing through television and film: The teacher’s gaze in professional learning. In K. Pithouse-Morgan, D. Pillay, & C. Mitchell (Eds.), Memory Mosaics: Researching teacher professional learning through artful memory-work. Cham, Switzerland: Springer.
- Campbell, B. & Prinsloo-Marcus. (2021) Negotiating Language transitioning in Higher Education through exploring Stories Output type: Chapter in book Author list: Campbell B, Prinsloo-Marcus L Publication year: 2021 Pages: 187-210 URL (if applicable): https://doi.org/10.18820/97199201713 View on publisher site Authors/Editors Campbell, Bridget (651135) Marcus, Loraine (650437) Journal ISBN: 978-1-991201-70-6 Publisher: African Sun Medi
- Harillal, A. & Campbell, B. (2024) Using Creative Nonfiction to Explore Influences on Our Academic Identities as South African Teacher Educators. In I. Naicker et al. (eds.), Arts-Based Educational Research Narratives of Academic Identities, SpringerBriefs in Arts-Based Educational Research, https://doi.org/10.1007/978-981-97-6422-8_9
Teaching Expertise
- Film study
- Teaching methodologies
- Literature
- Language in Education
Student Supervision
Honours
Masters
PhD
Honours
- Entisar Aljundi (2011) Attitudes of second language speakers to the learning of English.
- Kimione Kali (2014) The importance of first year university students meeting the required academic literacy demands
- Nerista Govender (2014) Attitudes of second language speakers to the learning of English
- Nomali Jiyani (2015) Factors affecting the learning and teaching English second language
- Leeashnie Pooran (2016) Teaching Maths to English Second Language learners in a classroom where English is the medium of instruction
- Humairah Desai (2017) Challenges of teaching Shakespeare
- Thato Mopeli (2017) Strategies That Teachers of English Use To Teach Second Language Learners
- Cleopatra Ntombezinhle Mabaso (2018) The use of Facebook as a supplementary teaching tool in an English Second Language classroom
- Karleigh Williams (2018) Teaching science to English second language learners in a classroom where English is a medium of instruction
- Zamo Goba (2018) An investigation into the gap between South African school literacies and the requirements of university literacies.
- Arif Moosa (2019) Exploring reading habits for academic success
- Kriya Singh (2020) The challenges of grade 8 English home language teachers when teaching literature online during the covid-19 pandemic lockdown.
- Buhle Ntombela (2021) Teachers’ experiences of teaching poetry to English Second language learners.
- Kayley Pandohe (2021) Challenges faced by South African teachers in schools where English is the medium of instruction
- Rabia Asman (2022) challenges of teaching through the medium of English in South Africa
- Sonia Kastellic (2022) The teaching of reading in the intermediate phase.
- Gwamanda, P. (2023). Challenges Faced by English Home Language Pre-service Teachers During Their Teaching Practice
- Mdluli P. (2023). A review of challenges faced by South African learners in the senior phase when learning English as a second language
Masters
- Prince Ndlovu (2019). Challenges when writing English: a case study of grade 8 second language learners in a rural school in KwaZulu-Natal
- Seshen Brijmohun (2021). An exploration of my teaching practices when teaching writing to high school learners: a novice teachers’ self-study
- Ishana Naidoo (2023). Exploring the Teaching of Writing in Grade 10 English Home Language Multilingual Classrooms in a Secondary School within Kwa Zulu Natal – A Case Stud
- Kayley Pandhoe (2024). Reading interventions for grade 8 learners studying English as a home language in a rural South African school
- Thato Mopeli (2024). Exploring the teaching of writing to grade 8 to 10 English first additional language learners in a township school: a case study
- Zanele Mkhize (2024). A narrative inquiry examining the influences on first year university
- students’ writing challenges
PhD
- Bele, N. (2024). Possibilities for playful pedagogy: a creative arts teacher-educator’s self-study
- Jideani, A. (2024). An Auto-Ethnographic Study of my Learning of English as a Second Language
- Dawood, S. (2024). A Case Study of the Rise and Decline of Arabic in the Further Education and Training
Project Involvement
2021-2023: The S.-South Africa Expanding Academic Literacy Project
Funded by: US Mission (South Africa)
Principal Investigator: Ansurie Pillay
Co-investigators: Thabo Msibi; Ayub Sheik; Sanele Nsele; Bridget Campbell; Khanyi Mbambo
The objectives of the project are to identify students’ academic literacy needs and the academic literacy needs required of students as identified by staff; create modules for writing fellows in composition theory and practice in response to those needs; train doctoral students to become writing fellows who will provide workshops and peer feedback on students’ writing through individual consultations.
Funded by: University Capacity Development Programme (UCDP)
Principal Investigator: Ansurie Pillay (UKZN)
Co-investigators: Bridget Campbell (UKZN); Bheki Mthembu (UKZN); Logan Athiemoolam (NMU); Eileen Scheckle (NMU); Ana Ferreira (WITS); Grant Andrews (WITS); Pravina Pillay (UNIZUL)
This collaborative exchange programme explores and critically interrogates how issues of social justice are incorporated into language education curricula and language education practices, with especial focus on English Education departments at 4 Schools/ Faculties of Education within 4 South African universities, the University of KwaZulu-Natal, University of the Witwatersrand, University of Zululand, and Nelson Mandela University.
Workshops
- 2021 presented a UKZN T&L Academic Literacy webinar with Prof Sheik and a visiting American scholar, Ms Bartilow.
- 2021 presented a workshop for WSU entitled: Integrating Research, Teaching, and Learning through Self-Reflexive Scholarship in collaboration with Prof Pithouse-Morgan(UKZN); Dr Kortjass (DUT); Dr Harilall (DUT) and Dr Dhlula (WSU).
- 2020 worked on a reading project to capacitate teachers with Ms Bartilow who was a visiting American scholar – conducted a workshop for the foundation phase teachers in Mariannhill.