Dr. Preyanka Pillay

Preyanka Pillay is a South African education scholar whose work centres on curriculum studies, gender representation, and transformative pedagogy. Her research is closely aligned with debates on equity and social justice in schooling, particularly within Business Studies education and teacher development in the Southern African context.

Her publications critically examine gendered discourse in school textbooks, highlighting how language, imagery, and narrative structures reproduce patriarchal norms. Drawing on critical discourse analysis and feminist poststructuralism, she has contributed to discussions on textbook reform, curriculum decolonisation, and the reshaping of higher education programmes in response to student-led calls for epistemic transformation.

More recent work explores formative assessment feedback and learner experiences, emphasising feedback literacy and classroom-level change. Across her scholarship, Pillay demonstrates strength in qualitative inquiry and theoretically grounded analysis, advancing conversations on inclusive curricula, teacher practice, and socially responsive education in South Africa.