Inbanathan Naicker

449 total citations
27 papers, 190 citations indexed

About

Inbanathan Naicker is a scholar working on Education, Safety Research and Visual Arts and Performing Arts. According to data from OpenAlex, Inbanathan Naicker has authored 27 papers receiving a total of 190 indexed citations (citations by other indexed papers that have themselves been cited), including 23 papers in Education, 4 papers in Safety Research and 4 papers in Visual Arts and Performing Arts. Recurrent topics in Inbanathan Naicker's work include Teacher Education and Leadership Studies (11 papers), Higher Education Practises and Engagement (8 papers) and Collaborative Teaching and Inclusion (5 papers). Inbanathan Naicker is often cited by papers focused on Teacher Education and Leadership Studies (11 papers), Higher Education Practises and Engagement (8 papers) and Collaborative Teaching and Inclusion (5 papers). Inbanathan Naicker collaborates with scholars based in South Africa and United Kingdom. Inbanathan Naicker's co-authors include Vitallis Chikoko, Kathleen Pithouse-Morgan, Elizabeth Harrison and Nithi Muthukrishna and has published in prestigious journals such as Qualitative Inquiry, International Journal of Qualitative Methods and Educational Management Administration & Leadership.

In The Last Decade

Inbanathan Naicker

22 papers receiving 168 citations

Peers

Inbanathan Naicker

EDUCA

SPS

DEP

Rachel Shanks United Kingdom

Anneli Frelin Sweden

Matseliso L. Mokhele South Africa

Anne Hynds New Zealand

Eliza Pinnegar Canada

Ramón Mínguez Vallejos Spain

Brandon M. Butler United States

Darlene Ciuffetelli Parker Canada

Petri Salo Finland

Julie S. Long Canada

Rachel Shanks United Kingdom

Inbanathan Naicker

171 ×1.2

EDUCA

24 ×0.9

SPS

27 ×1.2

DEP

34 ×1.7

10 ×0.8

Citations per year, relative to Inbanathan Naicker Inbanathan Naicker (= 1×) peers Rachel Shanks

Countries citing papers authored by Inbanathan Naicker

Since Specialization

Citations

This map shows the geographic impact of Inbanathan Naicker's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Inbanathan Naicker with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Inbanathan Naicker more than expected).

Fields of papers citing papers by Inbanathan Naicker

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Inbanathan Naicker. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Inbanathan Naicker. The network helps show where Inbanathan Naicker may publish in the future.

Co-authorship network of co-authors of Inbanathan Naicker

This figure shows the co-authorship network connecting the top 25 collaborators of Inbanathan Naicker. A scholar is included among the top collaborators of Inbanathan Naicker based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Inbanathan Naicker. Inbanathan Naicker is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Pithouse-Morgan, Kathleen, et al.. (2025). Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow”. International Review of Qualitative Research.

Pithouse-Morgan, Kathleen, et al.. (2023). Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion. Qualitative Inquiry. 30(2). 204–211. 2 indexed citations

Naicker, Inbanathan, et al.. (2023). Together a Catalyst: Learning From Our Co-Creative Arts-Based Inquiry About Our Teacher Selves During the Transition to Online Teaching. International Journal of Qualitative Methods. 22. 1 indexed citations

Naicker, Inbanathan, et al.. (2021). Academic Identities as Epicentres for Social Cohesiveness in Higher Education. Alternation Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. 28(2). 1 indexed citations

Naicker, Inbanathan, et al.. (2020). Restorying lived lives in educational research: Storyboarding as a creative space for scholarly thinking in narrative analysis. Journal of Education. 4 indexed citations

Naicker, Inbanathan, et al.. (2017). A Religious Object Medley: Objects as Signifiers of the Values, Beliefs,and Practices of Servant Leaders. 197–213.

Pithouse-Morgan, Kathleen, et al.. (2017). “Knowing What It Is like”: Dialoguing with Multiculturalism and Equity Through Collective Poetic Autoethnographic Inquiry. International Journal of Multicultural Education. 19(1). 125–125. 11 indexed citations

Pithouse-Morgan, Kathleen, et al.. (2017). Self-Knowledge Creation Through Collective Poetic Inquiry: Cultivating Productive Resistance as University Academics. Culture Studies ↔ Critical Methodologies. 17(3). 262–265. 10 indexed citations

Naicker, Inbanathan, et al.. (2016). From The Horse’s Mouth: School Principals’ Leadership Challenges in Fee and No Fee Paying Schools. Journal of Social Sciences. 49(1-2). 1–10. 4 indexed citations

10.

Naicker, Inbanathan, et al.. (2016). Influence Matters: Leader Influence Behaviours of Primary School Heads in Zimbabwe. Journal of Sociology and Social Anthropology. 7(4). 233–243.

11.

Pithouse-Morgan, Kathleen, et al.. (2016). Sink or swim?: Learning from stories of becoming academics within a transforming university terrain. South African Journal of Higher Education. 30(1). 17 indexed citations

12.

Naicker, Inbanathan. (2015). School Principals Enacting the Values ofUbuntuin School Leadership: The Voices of Teachers. Studies of Tribes and Tribals. 13(1). 1–9. 3 indexed citations

13.

Chikoko, Vitallis, et al.. (2015). School leadership practices that work in areas of multiple deprivation in South Africa. Educational Management Administration & Leadership. 43(3). 452–467. 32 indexed citations

14.

Naicker, Inbanathan, et al.. (2015). What’s Emotions Got To Do With It? School Principals Being Emotionally Intelligent. 6(2). 125–133. 2 indexed citations

15.

Pithouse-Morgan, Kathleen, et al.. (2014). Entering an ambiguous space : evoking polyvocality in educational research through collective poetic inquiry. Perspectives in Education. 32(4). 149–170. 16 indexed citations

16.

Naicker, Inbanathan, et al.. (2014). Chronicling the Barriers to Translating Instructional Leadership Learning into Practice. Journal of Social Sciences. 40(2). 203–212. 4 indexed citations

17.

Chikoko, Vitallis, et al.. (2014). Leadership Development: Learning from South African School Principals’ and Mentors’ Experiences. Journal of Social Sciences. 41(2). 221–231. 3 indexed citations

18.

Naicker, Inbanathan, et al.. (2014). Moving towards Curriculum Intellectualisingin the Context of Divergent Notions of African Scholarship. African Studies. 73(2). 228–240. 1 indexed citations

19.

Naicker, Inbanathan, et al.. (2014). New Kids on the Block: Novice Teachers and Teacher Leadership. International Journal of Educational Sciences. 7(3). 569–578.

20.

Pithouse-Morgan, Kathleen, et al.. (2012). 'The air is hostile...': Learning from an African International Postgraduate Student's Stories of Fear and Isolation within a South African University Campus. 7 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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