Education Degrees for Mother and Daughter

Mrs Renita Maharaj and her daughter, Arthi graduated with their Education degrees.

It was a happy and memorable occasion for mother and daughter, Mrs Renita and Ms Arthi Maharaj, who graduated with a Master’s and Bachelor of Education degree, respectively. 

‘I am so proud of my daughter’s accomplishment and we have supported each other throughout our studies,’ said UKZN staff member Renita. Arthi added, ‘My mother is my inspiration and I am so proud to be graduating at the same ceremony as her.’ 

Renita’s study focused on postgraduate students’ experiences of academic exclusion at a Higher Education Institution. She hopes that her research will shed light on this issue and add to the body of knowledge in this field.

‘At master’s level, support from family and friends was instrumental in achieving success. My husband and daughters assisted with proof reading and continuously encouraged me. I am extremely grateful to my supervisor, Professor Pholoho Morojele. He has successfully supervised both my husband and myself for our master’s degrees,’ said Renita. 

Arthi is passionate about education and teaching, and hopes to instil the value of education in learners. She is currently pursuing her honours degree at UKZN and ascribes her success to her mother. ‘My mother has been my role model and she has inspired me to follow her example and continue with my studies.’ 

It was a challenging year for the Maharaj women, but they persevered and are now proud UKZN graduates. Renita advised other parents and students to ‘work consistently and strive for success in all aspects of life.’ 

Words: Melissa Mungroo 

Photograph: Abhi Indrarajan

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Environmental Ethics the Focus of PhD Study

PhD in Science Education graduate, Dr Maxwell Jnr Opoku.

Dr Maxwell Jnr Opoku graduated with a PhD in Science Education. His thesis explored environmental ethics (value and care for nature – plants, animals, lands, and waterbodies) from the cultural perspectives of the Akans of Ghana and the Zulus of South Africa. It also investigated how the culturally-specific environmental ethics of these groups could be taught in the senior high school Biology/Life Sciences curriculum, in the respective countries.

‘For centuries, many indigenous cultural groups have - through value, care and respect for nature - sustainably conserved biodiversity, lands and water resources wholeheartedly without a feeling of being pressured and persuaded by government agencies of their country,’ explained Opoku. ‘Presently however, these innate indigenous culturally specific conservation practices are fading away and are on the verge of being eroded completely.’ 

He developed a model for teaching culturally-specific environmental ethics in the senior high school Biology/Life Sciences curriculum that is culturally mainly pedagogical. Opoku observed that, ‘Integration of indigenous cultural conservation practices may go a long way to complement current ways of conservation studied in our schools and would help reduce the alarming rate of biodiversity loss.’ 

The study was funded by the National Research Foundation and Opoku presented an extended abstract of his research at the international conference on Environmental Sustainability, Development and Protection (ICESDP’17) in Barcelona, Spain. 

His message to other researchers is, ‘Be persistent and never give up on your dream. Have your country and younger generation at heart; that through your efforts in research, a better future would be made for the younger generation.’ 

Opoku thanked his support system of family, friends and supervisor Dr Angela James. ‘I always told them not to give up on me and that I would do my best for them. My supervisor inspired me to manage my family, relax and still be up and doing my study.’ 

He plans to continue his research and pilot the model in schools with a focus on publishing, postdoctoral studies, and training and supervising future graduates. 

Words: Melissa Mungroo 

Photograph: Abhi Indrarajan

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Summa Cum Laude for Master’s in Education Graduate

Ms Nicolette Carboni was awarded her Master’s in Education summa cum laude.

Hard work and dedication enabled intern Psychologist at the Centre for the Study of Violence and Reconciliation, Ms Nicolette Carboni to receive her Master’s in Education summa cum laude. 

Her research explored young people’s consumption of online sexually explicit materials and how this influences their views on and understandings of sexuality, race and gender, as well as their emotional and physical sexual development. 

‘My hopes have always been to contribute to the reformation of the current schooling education system, specifically that related to Life Orientation. Some important topics exist in this curriculum, but it is a far cry from being a comprehensive, progressive and inclusive theoretical and pedagogical framework. There needs to be serious transformation if young people are to be fully engaged in sexuality and gender-related topics that directly affect their everyday life and wellbeing,’ said Carboni. 

She hopes that her study will challenge widespread protectionist discourse which perpetuates notions of young people, especially girls, as naïve, innocent and asexual. ‘These constructs of youth sexuality only cause more harm and undermine young people’s sexual agency and rights,’ she said. 

Carboni faced ethical challenges throughout the research process because of how controversial the topic was perceived to be, especially by government departments, parents and schools. 

‘Placing young people at the intersection of pornography, sexual agency and pleasure is taboo in a still very conservative South African society. As a result of the issues I faced as both a researcher and educator in some of the schools, my supervisor Professor Deevia Bhana and I decided that writing a journal article on the ethical dilemmas of conducting sex research with young people would be really useful in illuminating these difficulties for other researchers,’ explained Carboni. 

Nevertheless, engaging young people on this topic was a fascinating and incredibly worthwhile experience. ‘I was made to confront my own prejudices and worldviews around the topic as I discovered more and more about the way in which they navigate the online sexual playing field,’ she said. 

Carboni thanked her family, friends and supervisor for their support. Offering advice to other researchers, she said, ‘Never doubt yourself, and honour the different parts of the unique ebb and flow of your journey as none is the same, and that is what makes Social Science research so exciting and memorable.’ 

Carboni is currently completing her Master’s in Community-based Counselling Psychology at the University of the Witwatersrand. Carboni’s interests are located at the intersection of sexuality, gender, queer and race related topics. She hopes to find a diverse and inclusive working space in the near future that offers possibilities for the application of her knowledge and skills in ways which move towards advancing the rights of previously disadvantaged, minority, and “at risk” people. 

Words: Melissa Mungroo 

Photograph: Abhi Indrarajan 

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A Double Celebration as Twins Graduate

Twins Wanele and Anele Ngcobo graduated with their Postgraduate Certificates in Education. They are seen with Professor Nhlanhla Mkhize, the DVC and Head of the College of Humanities.

Twenty-two-year-old twins, Anele and Wanele Ngcobo of Inanda, who graduated with their Postgraduate Certificates in Education, describe this as their most significant academic achievement. 

‘We are inseparable, doing everything together and being with each other all the time, so it made sense that we’d do the same degree,’ said Anele. ‘Our resemblance is also uncanny, and we are both vocal and outspoken. Those close to us say that we are very loud.’ 

Wanele added: ‘Because we share far too much in common and think alike, sometimes our assignments were a bit similar! We then had to re-edit our work but we would always help each study for tests and share notes after lectures. It’s magical and unbelievable to share this experience with my sister. There’s nothing quite like having your twin by your side through everything.’ 

For their teaching practice module, the twins ended up choosing the same school. ‘Staff and learners were amazed at seeing twins at our age still dressing the same. But it was also really fun seeing learners’ reactions to a pair of twins teaching them,’ said Anele. 

With a passion for fashion, the twins have started their own clothing label called Glambang. ‘Our label has been doing pretty well and it is registered under Jumpstart/Gift of the Givers Foundation which we won while we were in high school,’ said Wanele.

They thanked their family and friends for their ongoing support and encouragement and advised other students to work hard, stay motivated and do postgraduate studies. 

Currently, they are registered for Honours degrees in Technology Education at UKZN. 

Words: Melissa Mungroo 

Photograph: Rogan Ward

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Master’s Dissertation Analyses Service-Learning Projects Undertaken by Pre-Service Teachers

Mrs Ifeoma C Deca-Anyanwu graduated with her Master’s in Education.

Mrs Ifeoma Deca-Anyanwu graduated with her Master’s in Education for research that analysed selected written reflections and project reports of Service-Learning (SL) projects in a Biological Sciences for Educators module. 

The findings from her research supports the influence of Service-Learning on students and in communities, and the implications of reciprocal relations and reflections during the implementation of Service-Learning projects. 

Deca-Anyanwu in her research developed a model that indicated the pre-service teachers through their SL project applied the four learning cycles (concrete experience, reflection, conceptualisation and active experimentation) of the Experiential Learning Theory that guided her research.

‘The findings from my research adds to the growing popularity of SL in Higher Education and fosters the community-university relationship. From the results of my research, SL projects provide students with knowledge and skills development,’ said Deca-Anyanwu. ‘They are able to apply theory to practice, have a direct experience of reciprocal community engagement that fosters their personal and professional growth, which would not have been possible in a traditional classroom context.’ 

She thanked her family, friends and supervisor Dr Angela James for their support. ‘These past two years on this study would not have been easy without my family and friends. If there is something I have come to understand and learn in life, it is that we need one another.’ 

Her advice to other researchers is, ‘As you climb the academic ladder, the task can be very exhausting and it seems unachievable. It is however necessary to know that you are levelling up while at it.’

Deca-Anyanwu now plans to pursue her PhD.

Words: Melissa Mungroo 

Photograph: Abhi Indrarajan

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PhD Research Explores the Role of District Leadership in Supporting Teaching and Learning

Dr Pinkie Mthembu graduated with her PhD in Education.

Staff member in the School of Education, Dr Pinkie Mthembu, graduated with her PhD in Education for a study on The District Leadership Role in Supporting Teaching and Learning in South African Schools: Evidence from two District Offices in Gauteng Province.

The role played by districts in supporting teaching and learning is under-researched in South Africa. Most studies focus on leadership within the school rather than the District Office. This is despite the fact that district officials lead from the middle and have the potential to be collective drivers of change as they serve as the connection between the wider education system and schools. Mthembu thus believes that they are well placed to ensure that all schools improve teaching and learning. 

Framed by the Open Systems and Adaptive Leadership theories, the findings of this qualitative case study revealed that districts were clear on their philosophy which they communicated to all stakeholders. They shared responsibility and accountability for learner performance with schools, with the District Director and school principals leading this process as enablers. It emerged that regular data-informed accountability and support meetings were held with schools and communities to garner support for improved teaching and learning. 

Among the key lessons learnt from this study is that it is essential for the district office to embrace a shared philosophy on how to enhance teaching and learning. However, meaningful strategies need to be developed drawing on that philosophy. Inclusivity in developing and implementing strategies emerged as important.

Furthermore, the study revealed that it is essential to operationalise multi-level structures and systems that inform and are in turn informed by various functions and practices which would harness the district-wide context. It is also crucial that district officials are responsive to different school contexts and help to identify partners that bolster their efforts. 

Words: Melissa Mungroo 

Photograph: Rogan Ward 

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PhD Research Tackles Perceptions and Experiences of Clinical Supervision in South Africa

PhD in Psychology graduate, Dr Shariefa Hendricks.

UKZN staff member, Dr Shariefa Hendricks graduated with a PhD in Psychology for her research titled:A Dance of Power and Resistance: Supervisee and Supervisor Perceptions and Experiences of Clinical Supervision in South Africa: A Mixed Method Study. The study explored supervisees’ experiences of negative supervision during internship and supervisors’ perspectives of their training and competence in clinical supervision. 

Written up as four self-contained studies, the findings highlight the lack of training in supervision in South Africa, especially for supervisors based at public hospitals and Higher Education Institutions. ‘The issues relating to perceptions of competence, confidence and insufficient preparation for supervisory duties found in one of the studies, underscore the need to prioritise and regulate supervision training in South Africa,’ said Hendricks. 

Her research also examined Psychology supervisees’ experiences of negative supervision. ‘“Harmful” supervision emerged as part of a negative relational cycle which revolves around “a dance of insecurity” that is enacted through cycles of domination and submission. Supervisors engaged in a power struggle with trainees, and were described as overly critical and hostile, with poor interpersonal skills, engaged in unethical behaviour and were uninvested in supervision, resulting in the breakdown of the supervisory alliance,’ explained Hendricks. 

According to her supervisor, Professor Duncan Cartwright, the research has important implications for supervision policy and training. Given the relative paucity of published work on clinical supervision in South Africa, it makes a substantial contribution to the field. One of Hendricks’ examiners commended her for the ‘thoroughness of the dissertation, in particular the theoretical basis and foundation for the series of investigations, the general quality of the research methods and analyses, and the quality of writing.’ 

Highlights of her PhD journey included publication of a paper from her dissertation in the South African Journal of Psychology, and an invitation to present her research findings at an international conference hosted by the Society for Psychotherapy in Amsterdam last year. 

Hendricks said that she could not have completed the study without her participants, the unwavering support of her supervisor and the understanding and sense of balance provided by her family. She dedicated her PhD to her mother and late father, AK Hendricks. 

Words: Melissa Mungroo 

Photograph: Supplied 

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PhD Thesis Uncovers Barriers to Smoking Cessation Among Drug Resistant TB Patients

Dr Zifikile Phindile Shangase graduated with her PhD in Public Health.

UKZN staff member Dr Zifikile Phindile Shangase received a PhD in Public Health for her study on the knowledge, attitudes and beliefs of drug resistant tuberculosis (DR-TB) patients with regard to smoking; the barriers to cessation among current smokers with DR-TB and hospital staff’s knowledge, attitudes, beliefs, and practices with regard to smoking. 

She received funding from UKZN’s School of Health Sciences, School of Built Environment and Development Studies and from the National Research Foundation that funded her sabbatical leave to conduct her research. 

The study found that addiction-related barriers include smoking history, craving a cigarette, smoking as part of a daily routine, and failed attempts to quit. Non-addiction-related barriers include a lack of knowledge of quitting strategies, psychosocial stress, lack of willpower and peer influence. 

Structural barriers include ineffective health education programmes, a lack of extramural activities while in hospital leading to excess spare time, lack of smoking cessation interventions and access to cigarettes within and around the hospital environment. ‘Patients expressed interest in smoking cessation and conveyed their frustration at the lack of appropriate support to do so,’ said Shangase. 

The study also proposes a culturally relevant smoking cessation intervention model for DR-TB patients. It involves supportive environments, the adoption of effective public health policies, reorienting health services, developing personal skills and strengthening community action. Shangase hopes that the model will assist hospital staff to effectively address the issues confronting DR-TB patients. 

‘There is a need for smoking cessation intervention to be incorporated as an integral component of DR-TB management in South Africa,’ said Shangase. ‘Many patients expressed an interest in Nicotine Replacement Therapy and psychological support to help them to quit smoking. Additionally, offering extramural activities and enforcing smoke-free policies in hospital facilities will help to reduce patients’ access to cigarettes.’ 

Some of the challenges that Shangase experienced were recruiting DR-TB patients and arranging suitable times for data collection with hospital staff. ‘Together with my research assistants, we also had to be vigilant of infection control measures at all times,’ she added. 

Shangase thanked her family, friends and the power of prayer for support. 

Offering advice to other researchers, she said, ‘Stay focused and enhance time management skills. Interacting and networking with established researchers who are involved in your field of study is a must.’ 

Words: Melissa Mungroo 

Photograph: Abhi Indrarajan

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A Closer Look at Resource Mobilisation in Sustaining Rural Schools

Supervisor, Dr Phumlani Myende (left), and his student, Dr Themba Mkhize who graduated with his PhD in Education.

Dr Themba Mkhize graduated with his PhD in Education for his research titled: Resource Mobilisation for the Sustainability of Schools within Rural Context: Voices of School Stakeholders at uMzimkhulu Circuit in Harry Gwala District Municipality. 

The study was supervised by Dr Phumlani Myende, one of the youngest Senior Lecturers in the School of Education. 

Mkhize explored the identification and mobilisation of resources in schools within the context of rurality. Contrary to discourses that pathologise rurality, the study found that the selected schools have strong cultural, human and social-organisational capital through which resources can be mobilised. 

The study highlights the important role that local community leaders and organisations such as churches can play in resource mobilisation to sustain schools in rural communities. It also acknowledges that on-going, unchallenged power relations continue to create deficit thinking among rural school stakeholders which hampers resource mobilisation. 

While the study found that there is awareness of the existence of resources, it notes that a change in mindset is required to place rural stakeholders at the centre of resource mobilisation activities. 

Words: Melissa Mungroo 

Photograph: Rajesh Jantilal 

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