Research into Leadership Skills of Muslim Female Teachers
Dr Rashida Khan graduated with a PhD in Education. Research in a self-study conducted with three other Muslim female teachers to explore their leadership experiences in personal and professional spheres culminated in Dr Rashida Khan graduating with a PhD in Education.
Supervised by Professor Kathleen Pithouse-Morgan and Professor Inbanathan Naicker, Khan’s thesis was presented in a creative manner using story writing, collage and drawing.
Khan considered leadership from multiple viewpoints, including from Islamic and feminist perspectives. It was the first study in South Africa on Muslim female teachers’ leadership.
She discovered that Muslim female teachers were capable of leading in the personal and professional spheres but often experienced impediments related to patriarchy, religion and culture.
‘Muslim female teachers’ voices are crucial in leadership development as it is important for them to express their views in decision-making, making choices and overcoming restrictions. Male and female family members, community members, and colleagues needed to support leadership in Muslim females,’ argues Khan.
She suggests that complimenting, affirming and validating Muslim women’s successes would strengthen their leadership and build Muslim communities. Religious and traditional values and practices should not be barriers to women’s leadership development and for them to access opportunities. Men and women in power within school communities should understand that Muslim female teachers possess the competencies to lead. Openings and support should be created for them to take on wide-ranging leadership roles beyond the school’s confines.’
She feels her thesis adds to the research literature, internationally and locally, on Muslim female teachers.
Khan thanked her family, friends and supervisors for their support.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .Research into Black Queer Christian Bodies in African Faith Spaces
A master’s degree cum laude for Ms Tracey Sibisi. The position of Black queer Christian bodies in African faith spaces was investigated in research by Ms Tracey Sibisi who graduated cum laude with a Master’s degree in Theology (Gender and Religion).
Sibisi, who was awarded the Inclusive and Affirming Ministries Scholarship for her honours project, works full time for the Gay and Lesbian Network in Pietermaritzburg and is doing ground-breaking research work from within the NGO sector.
Sibisi’s research explored the possibility of queering queer spaces of worship; engaging Black queer Christian bodies within the African faith space looking at these realities from the perspective of queer individuals themselves and understanding their lived experiences; and reflecting on these in order to understand how inclusive spaces within churches can be created.
‘Some queer bodies have moved towards creating their own spaces of worship, building a safe space of inclusion and acceptance for all bodies within the presence of God,’ said Sibisi. ‘They are working towards providing an environment that is free of discrimination, prejudice and violence - a space in which all individuals are invited to come as they are.’
Her research established that queer churches had also conformed to these normative systems of oppression within the church. ‘Heteronormativity became the foundation through which the processes of the church had been structured which meant that systems of patriarchy had pervaded this space and only bodies that existed within the binaries informed by heteronormativity had been recognised within this context,’ said Sibisi.
She suggests that queer bodies in their understanding of the image of God, spirituality as well as their understanding of the ideal church could become the starting point of theological discourse erring towards inclusion within the African faith landscape.
‘Using Izitabane Zingabantu (Ubuntu Theology), a possibility was revealed through which queer bodies could redefine the church, helping us identify a transformative ecclesiology resisting the binary understanding of Christian worship,’ said Sibisi. ‘Creating faith spaces erring towards the inclusion of all bodies within the church begins the process of destabilising hetero-patriarchal constructions of gender and sexuality in the African context by helping us rethink how we view God, scripture, and spirituality.’
Through her research, queer individuals have taught Sibisi to own her space in the presence of God. ‘How queer individuals find peace and joy in the presence of God regardless of the single narrative that is used to try and turn them away from God is a beautiful thing to see and hear.’
She thanked her parents, Raphael and Virginia Sibisi; her partner, Nkululeko Gumede; friends; and supervisor, Professor Charlene van der Walt for their support and encouragement.
She offered this advice to students: ‘Believe in your dream and make sure you have someone to talk to in terms of your research and your emotional health. It is a journey that you cannot take alone and it is very important to understand that more than anything… rest when you need it most.’
Sibisi has been accepted to read for a PhD in the Gender and Religion Programme in the School of Religion, Philosophy and Classics.
Words: Melissa Mungroo
Photograph: Alistair Nixon
author : .author email : .Research Examines Mentoring Novice Teachers in Learner Behaviour Support
A PhD in Education degree for Dr Khulekani Luthuli. A self-study project by Dr Khulekani Luthuli to explore his mentoring as a Deputy Principal and improve his mentoring practice to guide novice teachers regarding learner behaviour support earned him a doctorate in Education.
‘I observed the many challenges that novice teachers encounter with compassion and I understood their anguish when battling to manage learner behaviour in their classrooms,’ said Luthuli. ‘I often wondered whether their plight was related to a lack of mentorship in the school so through this study, I aimed to improve my mentoring practice to guide novice teachers appropriately.’
During his research, Luthuli engaged novice teachers in his school in creative and participative discussions. By sharing knowledge and ideas and giving feedback on the challenges and joys novice teachers experienced in their classrooms, he was able to put himself in their shoes. ‘I developed into a better manager and mentor as I understood the plight of novice teachers. Involving myself in self-study as a mentor and Deputy Principal enabled me to share my successes and frustrations regarding the induction of novice teachers into a school.’
The verbal and visual data Luthuli garnered provided rich insights into the experiences of novice teachers and educational leaders.
Supervised by Professor Kathleen Pithouse-Morgan, his work offers a unique and motivational example of a school leader’s endeavours in self-study research.
Significant findings of his research were that schools should develop a mentoring policy to guide novices and newly-appointed teachers to make a smooth transition to a school and its community.
Said Luthuli: ‘I think my research could help facilitate more interactive discussions within school communities on mentoring novice teachers in learner behaviour support. I feel that there are many seasoned teachers who would like to undertake mentoring novice teachers in their school communities. I also think that the Department of Basic Education could draw from the study in formulating a learner behaviour support policy guideline that would assist teachers in schools, novices in particular, to deal with classroom management.’
He thanked his wife, Nozipho, and son, Owethu for their support; as well as his friends, Mduduzi Sibisi and Thamsanqa Dladla for listening to his PhD woes.
Luthuli advises students to believe in their abilities. ‘There should be no day that goes by without doing something towards their studies. Seeking assistance from fellow students and people who have walked the walk could also be crucial in them achieving their goals. It is also necessary for researchers to have good working relationships with their supervisors.’
He plans to get involved in research collaborations and publish his research in journals.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .Self-Study Explores Playful Pedagogy as Valuable Teaching and Learning Approach
PhD in Education graduate, Dr Nontuthuko Phewa. Playful pedagogy can enhance child development, promote a positive attitude towards life, encourage social interaction and bring joy to children.
These were among the findings of research done by Dr Nontuthuko Phewa who graduated with a PhD in Education for a self-study exploring playful pedagogy as a valuable teaching and learning approach in an under-resourced Grade 1 classroom.
The thesis, supervised by Professor Kathleen Pithouse-Morgan, was presented in a creative manner using artefacts, drawings, photographs, and collages.
Critical insights emerge from an in-depth examination of play memories and playful pedagogy practice, while the study demonstrates the power of self-reflective teacher research for educational change.
A socio-cultural theoretical perspective helped Phewa consider how social and cultural factors could influence teaching and learning. ‘This study helped me better understand why it is significant that children learn through play and how they might benefit from playful pedagogy. I worked with my learners on various lessons during which their classwork activities enabled me to observe and interpret the educational impact of playing. Engaging the learners assisted me in understanding how I could improve my teaching practice through playful pedagogy.’
Phewa thanked her family, friends and supervisor for their support. ‘Their encouraging words helped me to keep on going forward - even when I felt I couldn’t, they believed in me.’
She plans to continue with research and publish widely in academic journals.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .Cultural Practices Around Fidelity Explored in Master’s Research
Mr Calvin Mapangisana earned himself a Master of Arts in Gender and Religion Studies.Cultural practices linked to ensuring fidelity in marriages were examined in research for a Master of Arts in Gender and Religion Studies.
The study was conducted by Mr Calvin Mapangisana who graduated from UKZN while being a full-time employee at Gays and Lesbians of Zimbabwe (GALZ) in Zimbabwe.
Mapangisana’s thesis presents a critical interrogation of socio-cultural factors that may have necessitated the use of Runyoka by women within the Johane Masowe Zambuko Apostolic Church in Zimbabwe. Runyoka is an indigenous way of “fencing” or “locking” a spouse, usually wives, to prevent them from committing adultery.
‘Recent studies reflect the increasing subjugation of women in African independent churches,’ said Mapangisana. ‘Women within these churches become victims of deeply entrenched patriarchal hegemony that renders them voiceless and powerless.’
His study therefore examines how women, through the appropriation of Runyoka, can bring about a desired situation that enables them to not only flourish, but also ushers in the desired transformation within the African independent churches in regards to gender relations.
Mapangisana hopes to empower vulnerable and marginalised groups through an interrogation of rituals that are performed by women. His research aims to ‘steer clear of a society that does not look at culture and religion but rather promotes the use of resources to empower vulnerable communities to flourish and enjoy their rights.’
His studies allowed him to engage with people from different backgrounds: ‘The interesting moments during my master’s studies were those when I would go to class every day to meet classmates who were diverse in terms of culture, religion, gender, origin and sexual orientation,’ he said.
His research exposed him to interesting modes of learning; engaging with organisations such as Inclusive and Affirming Ministries (IAM), The International Network of Religious Leaders Living with or Personally affected by HIV and AIDS (INERELA+) and attending an international conference on Gender Religion and Sexuality at UKZN.
Professor Charlene van der Walt, Head of the Gender and Religion programme within the School of Religion, Philosophy and Classics said: ‘We are teaching for social justice in the Gender and Religion programme and we aim to create spaces where students can suspend their judgment and pre-conceived ideas and enter into creative encounters with those situated differently in the gender, sexuality and religion landscape.’
She explains how use is made of film, contextual narratives, and challenging exercises to move students from comfort to discomfort to open space for more bodies to matter. ‘It is really exciting for us to see how our students take up these methods and approaches in their own contextual settings and to hear the stories of chance and awareness-raising,’ she said.
Mapangisana explained how he used some of these methods in his local context: ‘I have used the Safer practice, Access to treatment, Voluntary counselling and testing, and Empowerment (SAVE) training toolkit at a number of high-level training sessions. I have also used Chimamanda Adichie Ngozi’s TED Talk explaining the dangers of a single story to create dialogue when I do sensitisations for parliamentarians and journalists. These tools really helped me in changing narratives about the LGBTI (lesbian, gay, bisexual, transgender and intersex) community.’
When reflecting on the future, Mapangisana said: ‘I plan to pursue my PhD and continue to represent, promote and protect the rights of LGBTI people in Zimbabwe, southern Africa and the world at large.’
Words: Sinoyolo Mahlasela
Photograph: Supplied
author : .author email : .Examiner Commendation for PhD Graduate
Dr Gamal A Shehata, Head of the Curriculum and Testing Unit at the English Language Center, Taibah University in Medina, Saudi Arabia, graduated with a PhD in Education. A commendation for his ‘unique contribution to English language assessment in the context of international education’ was the kudos Dr Gamal A Shehata received from an examiner who assessed his doctoral thesis.
Shehata graduated with a PhD in Education for his thesis which profiled UKZN as an international University with a broad reach extending beyond the continent with its research making a huge impact on foreign institutions, policy-makers and teachers internationally.
Shehata, who is Head of the Curriculum and Testing Unit at the English Language Center at the Taibah University in Medina, Saudi Arabia, said: ‘I am excited and privileged to get this commendation as it has been a life-long dream of mine to obtain a PhD degree in an area that is of importance at both academic and professional levels. I hope to enter academia as a lifelong scholar and contribute to the field through publications as well as by supervising other prospective teachers in their scholastic pursuits,’ he said.
His research focuses on relating English language examinations and tests to the Common European Framework of Reference (CEFR) at a Saudi Arabian University - an area of interest at national and international levels. ‘It is also of close relevance to my current work at Taibah University. I wanted to investigate this area in order to benefit my current institution as well as contribute to the literature related to this important area,’ he said.
He thanked his family, friends and supervisor Professor Ayub Sheik for their support and encouragement. ‘I am very grateful to Prof Sheik for his priceless feedback from the initial stages of registration, right up to the conclusion of this research project. I am also thankful to all my colleagues who have participated in this study.’
Shehata has a Master of Education in e-Learning from the University of Hull, a Bachelor of Arts in Teaching English as a Foreign Language (TEFL) from Mansoura University in Egypt, and a qualification in Teaching English to Speakers of Other Languages (TESOL) from Saint Michael’s College in Vermont in the United States.
He is also a certified teacher trainer and worked as an International English Language Testing System (IELTS) examiner.
With over 30 years of experience in English language education, Shehata has a wealth of practical knowledge on issues in TESOL.
His research interests include curriculum design, managing English language programmes, language assessment, and online language pedagogy.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .PhD Graduate’s Research Explores Language Ecology
Education doctoral graduate, Dr Sphiwe Dlamini.Language ecology with reference to the country of Eswatini came under the spotlight in research conducted by Dr Sphiwe Dlamini for her PhD in Education.
Dlamini’s research also focused on the language-in-education policy at secondary level.
Dlamini believes her research will add to the existing body of knowledge on language policy in southern Africa with the emphasis on the role of indigenous languages in teaching and learning involving African children. ‘Instead of relying solely on exoglossic languages, the emphasis on codeswitching, codemixing and trans-languaging helps to bring better understanding and effective teaching and learning,’ she said.
During her studies, Dlamini faced financial difficulties and had to travel regularly between Eswatini and Durban for cohort sessions. ‘Being a career person and a mother of three small children also posed heightened challenges in trying to balance all my roles.’
It was a struggle at times but she developed a system that worked for her. ‘I worked on my research after hours and at night. I pushed hard to meet deadlines and to read and write every day! I had good support from family and friends and remained focused and avoided distractions, especially social media sites.’
Dlamini advised students to work hard, focus and be determined. ‘Prioritise your academic activities. Be conscious that there will be obstacles along the way so develop resilience because giving up must not be an option.’
Her plans include publishing more articles and books on language ecology in Eswatini. ‘There is currently a shortage of knowledge in this area and I would like to do my bit to improve the availability of literature on language policy in the country.’
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .Research Assesses Policies Regulating Welfare of Women with Disabilities
Master of Social Sciences graduate, Mr Lindokuhle Ngcobo. Policies guiding and regulating the welfare of rural women living with disabilities - in connection with their fundamental rights and freedom in the Nkandla Local Municipality - were assessed during research done by Mr Lindokuhle Ngcobo who graduated with a Master of Social Science qualification.
Said Ngcobo: ‘People living with a disability, particularly women, find themselves ignored and neglected when it comes to policy inclusion and gender mainstreaming in public and private sectors and society in general. Through the effort that has been made by the national government to advance the rights of women living with disabilities, there has been a gap in the implementation of these policies at a local level.’
Ngcobo said the challenges of women living with disabilities were more noticeable in rural areas than in urban areas. ‘In rural areas, women living with disabilities deal with limited resources and services as well as attitudinal and environmental challenges which limit their participation and inclusion in matters determining the welfare of their lives.
‘In these regions, communities discriminate, dehumanise, ridicule, and exclude people living with disabilities - women in particular - due to pervasive societal practices and norms which have a negative perception of people living with disabilities. Being a woman with a disability from a low-income family often fuels hate and various forms of discrimination towards that person.’
He noted that in most developing regions, women living with disabilities experienced a greater extent of limited agility, access to health, employment, formal education, awareness, and access to information about their rights.
His research findings reveal that the majority of women living with disabilities are not aware of their rights and the functioning of such women and girls is determined by wider contextual, social, historical, and gendered power relations.
Ngcobo recommends that ‘there should be a demonstration of political will by the government which must increase budgets for institutions that implement disability-oriented policies as well as those organisations that are mandated to enhance the welfare of people living with disabilities. The resourcing and financing of these institutions allows them to execute their mandate effectively and ensures the progressive realisation of the rights of women with disabilities. These efforts should include creating a vibrant disability fund to ensure reliable disbursements of grants to people with disabilities, including women with disabilities in rural areas.’
He thanked his supervisor, Dr Mabuyi Gumede, participants in the study, and his family for the guidance, support and valuable information.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .“Black Tax” Examined in Master’s Research
Mr Scelo Manyoni, Master of Development Studies graduate holds up a copy of his thesis on “Black Tax” and Ubuntu.“Black Tax” was the focus of research done by Mr Scelo Manyoni for his Master's in Development Studies degree.
“Black Tax” is the income Black professionals give to their families to help support them.
Manyoni researched the “family obligation” in Black households and familial intergenerational support and also examined the experience of students and whether they identified it as burdensome or an ethical imperative (Ubuntu).
Addressing misconceptions about “Black Tax” he said: ‘You need to understand family obligation in terms of where it begins and ends as it adds value to individuals’ lives. I found that intergeneration support or family obligation is considered an ancient practice that has somehow become entrenched as a tradition that is passed down from one generation to another to keep families intact.’
He said it was felt that both Ubuntu and family obligation as a practice were important to help lift individuals out of poverty. ‘Some folks are convinced that they are closing the inequality gap widened by the apartheid regime. During my research, I realised there is more to “Black Tax” and family obligation than just financial support.’
Manyoni plans to pursue his PhD but wants to first establish his company, Stavi Enterprise (Pty) Ltd.
Words: Melissa Mungroo
Photograph: Rogan Ward
author : .author email : .Research into Experiences of Cato Manor Residents During Elections
Development Studies graduate and UKZN Talent Excellence and Equity Acceleration Scholarship holder, Ms Hleliwe Khumalo.Research into realities faced by Durban’s Cato Manor residents during general elections in South Africa in 2019 earned Ms Hleliwe Khumalo a Master’s degree in Development Studies.
The study drew on data from a UKZN Centre for Civil Society (CCS) research project completed in co-operation with the Centre for Social Change at the University of Johannesburg during the elections.
‘Mainstream media reports on protests and land invasions where residents in informal settlements are often shown in a bad light,’ said Khumalo. ‘My study reveals how violence sometimes occurs because the formal structures of participation do not produce satisfactory outcomes.’
She believes the results of her research will inform society about how public participation ‘plays out’, especially for the marginalised residents of Cato Manor which might be common to other informal settlements.
Khumalo - the holder of a UKZN Talent Excellence and Equity Acceleration Scholarship which helped finance her studies - thanked her family, friends and supervisor for their support and guidance.
She advised other students to ‘get your priorities right, know what it is that you want, aim for it and do your best to ensure you achieve it!’
Khumalo hopes to read for a PhD, publish more research and lecture.
Words: Melissa Mungroo
Photograph: Samora Chapman
author : .author email : .Public Involvement in eThekwini’s Integrated Development Planning Examined in Research
Development Studies graduate, Ms Bongiwe Majola acknowledges her family’s support while completing her degree.Public engagement in Integrated Development Planning (IDP) in Cato Manor was examined during research by Ms Bongiwe Majola who graduated with a Master’s degree in Development Studies.
The IDP is a strategic plan, reviewed every five years, that guides and informs all planning processes, activities, decision-making, budgeting and management in the eThekwini Municipality. The current development project consists of the construction of low-cost housing, schools, libraries, community halls, roads, and clinics in Cato Manor.
In the current setting, Majola notes that citizens are not given enough opportunities to influence or contribute to local government development plans. ‘In a case where they are involved in the processes, it is just to get their confirmation on development plan decisions and not to participate genuinely,’ she said. ‘The lack of public participation does not assist council officials to correctly prioritise and include the needs of the citizens. Consequently, there is no room for citizens to hold their respective local governments accountable, which has led to the citizens protesting against the municipality due to various reasons.’
Majola argues that IDP in Durban has fundamentally not been properly and efficiently used to accomplish its envisaged outcomes. ‘People at the grassroots level do not know how government structures function. This makes it difficult for them to have meaningful and effective means of participation, excluding them during vital decision-making processes,’ she said. ‘This has further adversely affected people’s views regarding the system of governance within the municipality. People view local governance as unresponsive, ineffective, and lacking mechanisms of communication and service delivery. Therefore, the essence of public participation is not met, invalidating the need for participation.’
She thanked her family, friends and supervisor Dr Shauna Mottiar for their support. ‘My family was very supportive and encouraging, especially my husband, Mabekwa and my mother, Nikani Sibisi. I dedicate this degree to my late father, Vusumuzi Zungu and my late grandmother, MaNgcobo Sibisi.’
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .PhD Study Explores Social and Emotional Learning in Classrooms
UKZN staff member and PhD graduate, Dr Ntokozo Mkhize. UKZN staff member, Dr Ntokozo Mkhize recently graduated with her PhD in Teacher Development Studies for her self-study project that explores social and emotional learning in her personal history and her selected Grade 4 classroom.
‘I wanted to discover ways of improving my teaching practice to create a secure, compassionate, loving and learning environment,’ she says.
Mkhize demonstrates how school children’s voices should be positioned at the forefront in teachers’ self-study research in ways that respect children’s dignity and perspectives, and acknowledges them as key contributors.
She offered a detailed portrayal of interactions during lessons in various subjects. She documented the lessons in her teaching developmental portfolio, which included journal entries and learners’ written and drawing activities. Mkhize emphasises ‘the importance of working together in educational settings to make sense of collective and individual experiences.’
Speaking about the highlights of her study, Mkhize said, ‘I have been seeing myself through my learners’ experiences and constantly reinventing through freely expressing myself as well as engaging in emotive conversations unconsciously. The study has allowed me to reintroduce myself to myself and the world around me. I learnt that having an optimistic teaching and learning climate is a prerequisite for learning, forging relationships, and building character.’
Mkhize is grateful to her support system of family, friends and supervisor Professor Kathleen Pithouse-Morgan. ‘Thank you for always believing in me and reminding me that I am capable of achieving anything in the world.’ She also dedicated her research to her late father, adding: ‘I have carried you in my heart and always strive to leave footprints that reflect your undying love for me. Thank you for colouring my childhood.’
She plans to conduct research that advocates for teacher development studies and social justice in education and to encourage teachers to study their teaching practice and to reflect on their past experiences as well as their own learning.
Words: Melissa Mungroo
Photograph: Supplied
author : .author email : .Double Celebration as Mother and Son Graduate Together
Sharing the occassion together, Mrs Ronica Bagwandin and her son Nervay dedicated their degrees to each other.UKZN staff member, Mrs Ronica Bagwandin and her son, Nervay graduated together - Ronica with a Bachelor of Social Sciences degree and Nervay a Postgraduate Diploma (Hons) in BCom Accounting.
Mom and son were overjoyed about sharing the occasion together, each dedicating their degree to the other.
Ronica, who achieved eight certificates of merit during her studies, decided to go on an educational journey with her son as she felt they would motivate each other. ‘It feels surreal. The pride and joy I feel right now are inexplicable. A parent wants nothing more than to see their child succeed - seeing him accomplish his dream is a blessing,’ she said. ‘We wept tears of joy together when we both passed our finals. That was the most precious moment in my life.’
Speaking about his mother’s achievement, Nervay added: ‘I admire her courage and strength to pursue her degree. She showed great perseverance and has always inspired me through leading by example. I am who I am because of her strength and determination.’
Ronica believes a good support structure at home and work helped her achieve her degree. ‘It was difficult at most times but the fruits of all the sacrifices and late nights have made it all worthwhile.
She thanked her family, friends and her work colleagues for encouraging her during her studies. ‘My husband Naresh has been my pillar through it all, and my manager Mdukhy Mabaso and my colleagues at the Department of Student Residence Affairs (DSRA) in Pietermaritzburg have been amazing.’
Offering advice to other students, Ronica said: ‘You have opportunities to succeed through education in the palms of your hands now. If you tilt your palm, you run the risk of losing it all, don’t even consider tilting your palms, else you will regret it later in life.’
Ronica is currently studying towards a Bachelor of Social Sciences (Hons) degree in Criminology and Forensic Sciences while Nervay is doing his articles at PricewaterhouseCoopers (PWC) in Pietermaritzburg.
Words: Sinoyolo Mahlasela
Photograph: Supplied
author : .author email : .Activist Graduates with PhD for Research on AIDS
Doctoral graduate, Dr Vuyiseka Dubula. Dr Vuyiseka Dubula, a well-known activist linked with the Treatment Action Campaign (TAC) and Sonke Gender Justice, graduated with a PhD in Development Studies for a thesis she believes contributes to the social movement praxis.
Dubula was selected from 77 applicants as a PhD candidate to the Irish Aid-funded Centre for Civil Society partnership programme on HIV and AIDS involving the University of Limerick, University of Makerere in Uganda, and University of Dar es Salaam.
Her research documents the ways in which AIDS activists in Khayelitsha and Lusikisiki shifted their advocacy strategies and tactics following the rollout of antiretrovirals (ARVs) in the public healthcare sector between 2004 and 2014 which led to HIV and AIDS treatment access breakthroughs. She hopes her research adds value to the growing body of knowledge about social movements and popular participation praxis within the realm of development studies.
Dubula’s thesis was born out of her concern about social injustice which emanates from her own personal and political experiences of participation in AIDS policy processes in South Africa. ‘As a Black African HIV-positive woman activist who led the TAC, my research undertaking is an attempt to fundamentally disrupt the continual privileging of some movement voices in knowledge production. Among many obstacles to women’s participation in development is the institutionalised male preference, which is embedded in the policy spaces and social movements,’ she said.
Her study found that state-led participation had elements of tyranny and suggests that ‘movements ought to shift tactics, allowing for modifications in approaches and taking advantage of various state ruptures at provincial levels to achieve their social movement goals’. Dubula notes that there are glaring limits to participation because ‘movement resources can influence the ongoing ability of activists to continue fighting’.
‘I received indescribable motivation from Dr Shauna Mottiar. As a Black woman scholar I am very privileged to have gone through her clinical approach of graduate supervision.
‘I am also indebted to my family, especially my two young children, Nina and Azania, who endured my absence during their important milestones. Also, thank you to my life partner, companion and comrade Mandla Majola for his unwavering support and cheer during moments of self-doubt.’
Her advice to other scholars is: ‘We all have our studying journeys and what works for others might not work for all so run your own race, what matters is that we all cross the finish line.’
Dubula plans to embark on a postdoctoral fellowship while continuing to research, write and publish.
Words: Melissa Mungroo
Photograph: Sthembele Jnr
author : .author email : .UKZN Top 40 Inspiring Student Graduates Summa Cum Laude
Bachelor of Education Honours graduate, Mr Luthando Molefe with his grandmother. Academic achiever, Mr Luthando Molefe graduated summa cum laude with a Bachelor of Education Honours degree in Teacher Education and Professional Development.
‘This is testimony that hard work and dedication really do pay off,’ said Molefe, who was named as one of UKZN’s Top 40 most Inspiring Students in 2017, 2018 and 2019 for his academic excellence, community engagement and leadership skills.
His academic achievements include being awarded 66 Certificates of Excellence for academic excellence, community engagement and leadership skills/roles in the various areas he is active in.
Molefe has represented UKZN and South Africa in the Young African Leaders Initiative-Regional Leadership Centre-Southern Africa (YALI-RCL-SA) and was part of a study tour for teachers in a training exchange programme in Berlin, Germany.
Molefe said: ‘I aspire to be an academic in one of the institutions of higher learning in South Africa and I want to contribute, through research and teaching and learning, including teacher education and professional development in South Africa.’
His passion for education led him to research how school memories and stories shape novice teachers’ experiences in schools. ‘When I was introduced to the concept of memory work in one of my modules - Teacher Agency in Professional Learning - during the first semester in 2020, I was touched by how powerful memories and stories of the past are and how influential they can be in determining who we are, what we presently do and what we intend to do in the future.’
Molefe hopes his research benefits novice teachers in schools by ‘offering significant insights into the cognisance of the contexts of schools by manifesting the aspects of teaching and learning, as well as school characteristics that are neglected to uplift learner’s achievements in schools.
‘We need to realise that memories of school may be reworked in a particular way and at different times in life, especially during points of educational transitions and discovering oneself, and may stay with individuals throughout their lifetime,’ he said.
Molefe thanked his family, friends and supervisor for their support throughout his studies. ‘They continue to support and encourage me in my studies and beyond.’
His supervisor Professor Daisy Pillay added, ‘In my capacity as supervisor for the Independent Research Project, I had the pleasure of working with Mr Luthando Molefe. As a newly qualified teacher, his deep interest and passion to engage critically with educational scholars in this critical area of novice teacher learning through memories and stories was most illuminating.’
He is currently pursuing a master’s degree in Education with plans to complete a PhD in Education.
Words: Sinoyolo Mahlasela
Photograph: Supplied
author : .author email : .The Challenge of Online Learning Assessed at UKZN
Media and Cultural Studies Honours graduate, Ms Oyinkansola Akinlabi.How well are students at UKZN equipped to successfully learn online?
That is what Ms Oyinkansola Akinlabi aimed to establish in research she did which earned her an honours degree in Media and Cultural Studies cum laude.
‘UKZN students come from different walks of life and have a diverse range of skills and experiences,’ said Akinlabi. ‘Not all of them have the same level of digital technology skills, thus causing digital divides that may affect the way they understand and use technology for their academic work. These divides are based on different factors.’
Her research examined the extent to which these factors impacted on online academic activity, the effects they had, and ways UKZN could help students make better use of digital technology for learning.
Akinlabi says the secondary schools students had attended determined, to a large extent, the degree of digital literacy they possessed. Other factors contributing to digital literacy (and the digital divide) included family background, financial status, and personal preferences.
She found that many students had to also self-teach with tools (Moodle, Library Tools), and required more training to help them better understand the platforms.
Akinlabi says her research will assist the educational sector in South Africa to identify the best ways of incorporating digital learning into curricula. ‘Nations that excel in today’s world are those which understand the importance of digital technology and encourage their youth to leverage it. I hope that my research helps produce improved digital learning experiences for students.’
She thanked her family, friends and supervisor for their support: ‘I am really blessed to have such people in my life.’
Akinlabi plans to pursue a master’s degree while working in corporate communication and social media management fields. ‘I want to help people and organisations improve their communications through the digital media.’
She had this advice for other students: ‘Take care of yourself at all times. Every day and every task cannot be perfect, so don’t allow unrealistic expectations for perfection to affect your mental health.’
Words: Melissa Mungroo
Photograph: Supplied
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