Relevant Degree Programs
Complete these steps before you reach out to a faculty member!
- Familiarize yourself with the program requirements. You want to learn as much as possible from the information available to you before you reach out to a faculty member. Be sure to visit our graduate degree program listings and program-specific websites.
- Check whether the program requires you to seek commitment from a supervisor prior to submitting an application. For some programs this is an essential step while others match successful applicants with faculty members within the first year of study.
- Identify specific faculty members who are conducting research in your specific area of interest.
- Establish that your research interests align with the faculty member’s research interests.
- Read up on the faculty members in the program and the research being conducted in the department
- Familiarize yourself with their work, read their recent publications and past theses/dissertations that they supervised. Be certain that their research is indeed what you are hoping to study.
- Compose an error-free and grammatically correct email addressed to your specifically targeted faculty member, and remember to use their correct titles.
- Do not send non-specific, mass emails to everyone in the department hoping for a match.
- Address the faculty members by name. Your contact should be genuine rather than generic.
- Include a brief outline of your academic background, why you are interested in working with the faculty member, and what experience you could bring to the department.
- Highlight your achievements and why you are a top student. Faculty members receive dozens of requests from prospective students and you may have less than 30 seconds to peek someone’s interest.
- Provide documents that can help the faculty member gauge interest in you as a potential student. This could be a Statement of Intent, a Writing Sample, a list of publications or research endeavors.
- Demonstrate that you are familiar with their research
- Convey the specific ways you are a good fit for the program
- Convey the specific ways the program/lab/faculty member is a good fit for the research you are interested in/already conducting
- Be enthusiastic, but don’t overdo it.
G+PS regularly provides virtual sessions that focus on admission requirements and procedures and tips how to improve your application.
- Under the Umbrella: Pedagogy, knowledge production, and video from the margins of the movement (2017)
Educational Philosophy and Theory 1-12
- Ties that Bind (2016)
- Ties that Bind: Race and the Politics of Friendship in South Africa (2016)
Wits University Press
- The Philosopher and His Poor: The Poor-Black as Object for Political Desire in South Africa (2015)
Politikon 42 (1) 123-127
- Critiquing the politics of participatory video and the dangerous romance of liberalism (2014)
- 'We won't move': The suburbs take back the center in urban Johannesburg (2013)
City 17 (3) 400-408
- Jeppe on a Friday (2013)
- Managing Crisis and Desire in South Africa (2013)
Contesting Transformation: Popular Resistance in Twenty-first Century South Africa. 240--257
- "We are prepared to die on this land": Race and land occupation in Crossmoor settlement (2012)
The Oriental Anthropologist 12 (2) 269
- "We grew as we grew": Visual methods, social change and collective learning over time (2012)
South African Journal of Education 32 (4) 406-415
- Challenging knowledge production with participatory video (2012)
Handbook of Participatory Video, Rowman & Littlefield, New York 242--256
- St-Henri, the 26th of August (2011)
- Knowledge and Power in South Africa: Xenophobia and Survival in the Post-Apartheid State (2010)
Ashwin Desai and Shannon Walsh
Learning from the Ground Up 35--51
- Ethnography-in-Motion: Neoliberalism and the Shack Dwellers Movement in South Africa (2009)
Education, Participatory Action Research, and Social Change 181--193
- H2Oil (2009)
- 'Uncomfortable collaborations': Contesting constructions of the 'poor' in South Africa (2008)
Review of African Political Economy 35 (2) 255-279
- 3. ‘I’m too young to die’: HIV, masculinity, danger, and desire in urban South Africa (2008)
Shannon Walsh and Claudia Mitchell
HIV and AIDS 20--31
- A Response & An Update (2008)
Review of African Political Economy 35 (116) 278-279
- Ethical issues in using participatory video in addressing gender violence in and around schools: the challenges of representation (2008)
Moletsane, Relebohile and Mitchell, Claudia and Stuart, Jean and Walsh, Shannon and Taylor, Myra
Annual Meeting of the American Educational Research Association
- ‘If you don’t die first’: Fire, Water and Women in the Shack Settlements in Durban (2007)
R, PATTMAN and S, KHAN (eds.), Undressing Durban, Durban, Madiba Publishers 156--165
- Behind the lens: Reflexivity and video documentary (2007)
Mitchell, C and Walsh, S and Weber, S and Knowles, G and Cole, A
The art of visual inquiry 281--294
- Power, race and agency:‘Facing the truth’through visual methodology (2007)
Putting people in the picture 241--55
- 'I'm too young to die': HIV, masculinity, danger and desire in urban South Africa (2006)
Walsh, S. and Mitchell, C.
Gender and Development 14 (1) 57-68
- Speaking for ourselves: A case for visual arts-based and other participatory methodologies in working with young people to address sexual violence (2006)
Mitchell, Claudia and Walsh, Shannon and Moletsane, Relebohile
Combating gender violence in and around schools 103--112
- ‘Losers, Lolitas and Lesbos’: Visualizing Girlhood (2005)
Seven Going on Seventeen: Tween Studies in the Culture of Girlhood 245 191
- Artfully engaged: Arts activism and HIV/AIDS work with youth in South Africa (2004)
Walsh, S and Mitchell, C and Knowles, G and Neilsen, L and Cole, A and Luciani, T
Provoked by Art: Theorizing Arts-informed Inquiry. Toronto: Backalong Books
- Visualizing the politics of innocence in the age of AIDS (2004)
Array, and June Larkin
Sex Education 4 (1) 35--47
- A blindfold of compassion? Women as pawns in the new war (2002)
Feminist Media Studies 2 (1) 153-155