Cum Laude Study on Improving Physical Science Teaching

Exploring teachers experience of constructive alignment for his master’s, Mr Phelelani Maphalala.

Mr Phelelani Maphalala was awarded his Master’s in Education cum laude for his study that investigated teachers’ experiences and the rationale for Constructive Alignment (CA) practices in poorly-performed subjects.

‘Constructively aligned curriculum seeks to optimise learning by ensuring congruence between the intended learning outcomes, teaching and learning activities, and assessment,’ said Maphalala. ‘It focuses on three key aspects of learning for both teachers and learners: For teachers: what teachers are expected to achieve, what they are teaching and how they teach it, and what they assess. For learners: what learners are expected to learn, what they learn, and how they will be expected to make that learning evident.’

His research aimed to transform Physical Science teachers’ approach to the curriculum and improve learners’ performance in Electrostatics and Electric Circuits.

The findings revealed that Physical Sciences teachers’ lack understanding of CA as well as transparency in communicating intended learning outcomes, negatively impacting learner performance. Teacher beliefs and values also impact their pedagogical practices, leading to blurred assessment skills.

Maphalala recommends institutionalising transparent communication practices, continuous assessment and feedback, teacher professional development for practical CA skills, and regular teacher reflective sessions within schools and districts to build CA capacity. He said that, ‘Implementing these findings could potentially improve performance in Electrostatics and Electric Circuits topics.’

He faced numerous challenges during his research, including the loss of his mother and the retirement of the Life Sciences teacher at his school, which meant he had to teach this subject as well as Physical Sciences to Grade 12. Despite emotional and financial stress, he persevered with his studies and cared for his father and siblings.

Maphalala believes this degree will open many career opportunities and hopes that it will make a positive impact in transforming society through education. He said that he intends to pursue a PhD in the hopes of securing a position in a teacher education institution.

He expressed his gratitude to his supervisor, Professor Nadaraj Govender for his patience and guidance.

Govender described Maphalala as an independent student whose diligence paid off, despite his workload as a school teacher.

Words: Sinoyolo Mahlasela

Photograph: Sethu Dalmini

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Master’s Cum Laude Highlights Perpetuation of Gender Inequalities in IsiZulu Literature

Master of Education in Social Justice Reform graduate, Ms Nomonde Cele.

UKZN staffer, Ms Nomonde Cele graduated with a master’s cum laude for her study on Gender Representation in IsiZulu Literature and its Perpetuation of Gender Inequalities.

Cele was motivated to investigate this issue due to the discomfort she experienced due to stereotypical and sexist narratives in assigned texts. Her research highlighted the presence of stereotypical and sexist agendas, emphasising the need for critical analysis and interventions to promote gender equality and inclusivity in education and broader societal contexts.

‘I’ve always embraced the idea of being a lifelong learner, constantly seeking opportunities to deepen my understanding and contribute meaningfully to my field,’ she said.

Balancing family, work, and academic commitments was challenging, especially after personal setbacks. Family support helped her to maintain a balance as did a structured schedule and prioritising self-care.

‘Time constraints were the biggest challenge. I was exhausted from juggling the demands of conducting research, fulfilling my professional obligations, and figuring out the challenges of being a single parent.’

However, she expressed gratitude to her family and friends for their unwavering encouragement and support, particularly to Mr Langa Shabangu for keeping her steadfast throughout this journey as well as for his belief in her perseverance.

Cele considers her study a life-changing event, enhanced by Dr Saaidha Sader’s encouraging supervision which broadened her perspective, and interaction on complex theoretical frameworks. ‘After months of hard labour, the final research report was a satisfying experience since it showed how my ideas added to academic understanding,’ she added.

Sadder shared that working with Cele as her supervisor was a unique experience, as she was not a typical student. She was intellectually lively and engaged with lectures and supervisory relationships with passion. ‘Cele’s eagerness to learn beyond the content of modules and literature was inspiring.’

Adding that Cele took on the role of learner and teacher, demonstrating enthusiasm and passion and that final results are testament to her achievements, and she is a young Black woman who has overcome challenges and is now pursuing her doctoral studies.

Additionally, she advised her peers to start ‘embracing challenges as learning opportunities, manage time effectively for work-life balance, whilst building a supportive network, and staying resilient in the face of setbacks.’

She is focusing on advancing in Higher Education teaching and she is currently tutoring in the Bachelor of Social Science Extended Curriculum (BSS4) programme, having been accepted into a PhD program, and aims to successfully complete this academic pursuit.

Words: Sinoyolo Mahlasela

Photograph: Sethu Dalmini

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Masters Cum Laude Study looks at Double Standards of Social Media

Cum laude master’s graduate Ms Zandile Mhlongo navigates gender and sexual double standards on social media.

Ms Zandile Mhlongo graduated cum laude with a Master of Education in Gender and Education. Her study, entitled: Teenage Girls Navigating Gender and Sexual Double Standards on Social Media Platforms: A Case Study of 14-18-Year-Old High School Girls in the South Coast, KwaZulu-Natal, explored how teenage girls navigate the sexual double standards that results in them being blamed for their sexual victimisation on social media platforms.

‘Social media is an incredibly powerful tool that shapes the way teenage girls view the world as well as power dynamics in relationships. My study found that there are complex inter-relationships between patriarchy, upbringing, and sexual double standards that shape girls’ ideas of gender and sexuality,’ said Mhlongo.

She concluded that social media messaging promotes the narrative that desirable female behaviour is founded on feminine beauty standards, celebrity culture, and girls’ acceptance of cultural norms highlighting purity, all of which restrict girls’ sexual becoming.

‘The study also found that affluent males fund Instagram influencers through transactional sex relationships. This is endorsed by celebrity culture, which applies pressure to comply with societal norms of appearance, perfection and beauty. It can encourage girls to pursue transactional relationships with men.’

Mhlongo advocates for the development and implementation of cyber laws with severe penalties, zero tolerance for unlawful cyber activities, and a comprehensive sexuality education programme that focuses on understanding the process of sexual becoming, educate learners on social media, and addresses security and privacy concerns.

She added that teachers need to be trained to understand how social media shapes young people’s expressions of gender and sexuality. Lastly, the study calls for transactional relationship prevention programmes that educate young women about the dangers of such relationships.

‘Being supervised by Professor Deevia Bhana and co-supervisor Dr Shaaista Moosa was truly a gift,’ said Mhlongo. ‘Professor Bhana ensured that I had limitless opportunities and they both transformed my life in ways that I would never have imagined. Their excellent academic advice and unflinching support were invaluable throughout my journey. Thank you for your outstanding leadership, allowing me to develop as a Black female researcher.’

Her first publication based on this study will appear as a chapter in a book to be published by Palgrave MacMillan in 2025. Mhlongo also thanked her family for their inspiration and assistance. ‘My degree is in remembrance of my late father, Bongani Eric Mhlongo, who loved and protected my siblings and I. May he rest assured that umagcino wakhe (the last born) will continue to make him proud.’

Words: Jennene Naidu
Photograph: Sethu Dalmini

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Cum Laude Pass for Novel Dissertation

Celebrating her achievement cum laude master’s graduate Ms Sinethemba Ntshangase.

Ms Sinethemba Ntshangase, who graduated with her Master’s in Social Science cum laude, humbly describes herself as ‘just a girl from the dusty rural area of Nkandla.’ She credits her loving parents for her success.

As a Life Sciences teacher at a rural high school, Ntshangase experienced first-hand the hardships imposed by the COVID-19 lockdown on teachers; however, she often reflected on its impact on teachers teaching children with disabilities.

‘Teaching at this time was trauma filled. It was difficult to adjust to the “new normal” and I wondered what was happening in schools that catered for learners with disabilities. I thus focused my research on the emotional challenges that confronted teachers at special needs schools during this period.’

The findings revealed that these teachers experienced a myriad of emotions during the pandemic. ‘Feelings of guilt and worry were prevalent as they could not provide education and care for their students due to the rotational system, leaving them feeling physically and emotionally distant from their learners. A lack of understanding and sympathy on the part of school management coupled with reduced resources and infrastructure compounded the negative emotions,’ said Ntshangase.

Reflecting on her achievement, she said that she is ecstatic and now confident enough to enrol for a PhD. ‘Thanks to my loving and caring supervisor, Dr Melanie Martin.’

Martin congratulated Ntshangase on her cum laude pass, saying that her study offers insightful understanding of teachers’ emotions during the COVID-19 pandemic.

Ntshangase also acknowledged her parents, Mr and Mrs Msimang, her family and daughter, Lumi, who supported her every step of the way.

Words: Jennene Naidu
Photograph: Sethu Dlamini

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Female Principals’ Leadership Experiences in Rural Schools Examined in PhD

Dr Dorah Mutula’s PhD study focused on the leadership experiences of female principals in rural schools.

Dr Dorah Mutula achieved her PhD in Social Justice Education. Her thesis, Female Principals’ Leadership Experiences in Rural Schools in KwaZulu-Natal, employed intersectionality to uncover the multiple gendered challenges they face.

The findings revealed that these challenges include gender stereotypes, discrimination, prejudice, bias, rejection, and infantilisation and that women’s biographies, early learning, and school experiences shape and influence how they lead. The study critiques deficit discourses and highlights female principals’ resistance, agency and resilience in ensuring the effectiveness of their schools.

Their own childhood experiences significantly influenced their ability to advocate for equity and social justice in their schools and communities, illustrating the impact of early learning on leadership development and social change. 

Mutula concluded that women’s leadership experiences are linked to multiple factors and that resilience and supportive environments are required to overcome the challenges they face.

Her motivation to pursue this topic stemmed from her experiences in Kenya. ‘Growing up, I saw men being leaders; my primary and secondary school head teachers were male, and many of the schools I worked in had male principals. When I came to South Africa, I found that female leaders, especially those leading in rural areas were impeded by cultural beliefs in particular. I therefore wanted to understand the challenges they faced in leading rural schools.’

‘I hope that my study will benefit society by providing ways for women to negotiate cultural barriers such as stereotypes and biases in order to lead in rural schools,’ she said.

Dr Melanie Martin, who was her main supervisor for the study, congratulated Mutula on being awarded a PhD ‘in a much-needed area of research.’

Mutula suffered the loss of a close family member during her studies and expressed gratitude to her supervisors, Dr Martin and Professor Nyna Amin. ‘They were very caring, supportive and dedicated.’

‘I am also grateful to my family who have been an amazing support system. My husband, Professor Stephen Mutula, my daughters, Barbara and Melody Mutula, and my son-in-law Martin Kabange, stood with me in prayers and in kindness.’

Words: Jennene Naidu

Photograph: Sethu Dlamini

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Young Black Men and Transformative Relationships

PhD graduate Melusi Dlamini explored masculinity and love in a South African township.

Dr Melusi Dlamini’s PhD study considered the lives of young Black men navigating love and intimacy in South African townships; challenging reductive stereotypes, revealing the transformative power of romantic relationships in reshaping traditional masculinities.

Dlamini observed that the academic literature, especially in relation to public health interventions, mainly frames men and boys as having greater propensity to inflict harm and enact violence. As a result, research has largely focused on the ways that girls, women and children are dominated and made further vulnerable by men’s violence. These approaches inadvertently sustain the stereotypical lenses through which young Black men are studied and engaged in health interventions, where they are almost always identified as “the problem”.

This motivated him to investigate whether young Black men’s daily experiences deviate from and contradict reductive stereotypes. He described his decision to focus on love and intimate relationships as one area of their lives as a ‘small act of resistance.’

Dlamini’s study engaged participants from Durban townships, offering a platform for diverse expressions of love and intimate relationships. It revealed their often unconsidered emotions and aspirations as they embraced mutual respect and emotional maturity in their relationships.

‘There is limited understanding of young men’s lives in South Africa, particularly in townships. The stereotypes presented in research and popular media, as seen in the recent proliferation of the term “toxic masculinity”, overlook young men who resist these stereotypes. Such perspectives not only lay blame on individuals but also downplay the impact of broader social challenges like limited life opportunities, rising unemployment, and poverty on young people.

‘Furthermore, they hinder discussions about the emotional and intimate lives of young men. My findings on how young men approached and understood love and intimate relationships suggest that there is more to their lives than crime and drugs; they also seek healthy emotional connections,’ said Dlamini.

He found that while some young men in townships engage in risky behaviours, others prioritise education. Furthermore, some regard intimate relationships as transformative experiences, shifting from notions of manhood rooted in sexual conquest to mutual respect and emotional maturity. There is thus a correlation between committed relationships and improved sexual health and support during personal challenges.

Dlamini noted that, globally, there is growing emphasis on health interventions that not only prevent risk and vulnerabilities among boys and men, but also cultivate more gender-equitable masculinities. In countries like South Africa that has high levels of gender-based violence, interventions should be rooted in an in-depth understanding of emotions among men and how this might assist in addressing intimate partner violence as well as challenging patriarchal notions that underpin it.

Dlamini thanked the young men who participated in his study, his parents, Thembisile and Sibusiso Dlamini, and his supervisor Professor Deevia Bhana.

Words: Rakshika Sibran

Photograph: Sethu Dalmini

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Challenging Gender Norms and Paving Pathways to Inclusion

Doctor of Philosophy graduate, Dr Rabia Rizvi.

From 12 to 15: Girls, Boys, Gender and Sexuality at a High School in the North West Province, a thesis by Doctor of Philosophy graduate Dr Rabia Rizvi examines the complex landscape of school environments. Gender and sexuality, which play pivotal roles in shaping learners’ experiences, is the focus of study that considers the intricate interplay of power dynamics and relationships among learners.

Motivated by her involvement in the broader study, Learning from the Learners, led by her supervisor Professor Deevia Bhana, Rizvi’s study uncovered gender power inequalities between boys and girls in the school environment. Heterosexuality is the norm and queer sexualities are marginalised.

Navigating a potentially controversial topic within an educational institution presented challenges; however, Rizvi received institutional support and enthusiastic participation from learners.

‘The findings revealed that male dominance and hegemonic forms of masculinity are the norm. This means that boys aspire to be aggressive, heterosexual, suppress their emotions and take risks. Furthermore, girls are denigrated and slut-shamed and harassed by boys, as they are expected to be meek, submissive and loyal to their partners,’ said Rizvi.

Advocating for the disruption of traditional gender binaries, Rizvi emphasises the importance of acknowledging learners’ sexual identities and desires from a young age. Her research highlighted that children are sexual beings and are invested in exploring their sexual identities. School stakeholders should acknowledge this and craft programmes to facilitate conversations with learners that help them to navigate relationship dynamics and normalise gender fluidity.

To address manifestations of hegemonic masculinity, Rizvi proposes targeted interventions, including conversations between teachers or role models and boys to disrupt harmful behaviours and advocate for gender equality, and the integration of gender and sexuality topics into the curriculum and Life Orientation classes.

Rizvi says she was deeply moved by the experiences of exclusion and isolation of learners who identified as non-binary, bisexual or queer. She called on schools to provide support rather than subjecting them to violence and ridicule.

Emphasising the importance of collaboration between educators and policymakers, learners, families, and community stakeholders, Rizvi believes that schools can create more holistic and effective strategies to promote inclusivity and equality.

‘It is crucial to recognise that issues related to gender and sexuality have a profound impact on students’ well-being, academic achievement, and overall school experience. Ignoring or marginalising these issues can lead to increased rates of bullying, discrimination, and mental health issues among students, particularly those who identify as queer. Creating inclusive and equitable learning environments requires a proactive approach that goes beyond simply addressing overt forms of discrimination. It involves integrating discussions on gender and sexuality into the curriculum, providing training for educators on diversity and inclusion, and implementing policies that protect the rights of all students, regardless of their gender or sexual orientation,’ she added.

Currently pursuing a post-doctoral fellowship at UKZN, Rizvi hopes to publish more research on issues of gender and sexuality at school.

Words: Rakshika Sibran

Photograph: Sethu Dalmini

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God and Ancestors in Catholicism

Cheers to Dr Pierre Goldie who graduates at 74!

Inspired by a deep sense of purpose and guided by the Holy Spirit, UKZN’s oldest graduate at the 2024 Autumn Graduation ceremonies at 74, Parish Priest Pierre Goldie’s academic journey culminated in an investigation into the evolving perception of sacred power among Black, urban, isiXhosa-speaking Catholics within the Catholic Archdiocese of Cape Town.

Graduating with a Doctor of Philosophy in Catholic Theology, Goldie’s thesis critically discerns the image of God in relation to ancestral figures amidst ongoing cultural change.

According to Goldie, the research sought to understand the appropriation of Catholicism, and evaluate its success and challenges within this context. Focused on identifying sources of sacred power, he examined how perceptions of “God” have shifted over time, and the implications for religious consciousness.

Central to his findings is the displacement of ancestral figures from their dominant role by the figure of “God” within the urban isiXhosa-speaking Catholic community. While the ancestors historically held primary sacred power, “God” now commands religious consciousness, albeit with continued reverence for ancestors. He added that the conspicuous undervaluation of the Christ figure is theologically challenging, especially for the Catholic Church.

The study considers the dual religious system at play, where parishioners navigate both African indigenous beliefs and Christianity for existential solutions. It enriches understanding of religious identity and sacred power dynamics within contemporary African Catholic communities.

To navigate the complex interplay between African traditional beliefs and Catholic practices, Pierre employed a meticulous methodology rooted in Catholic criteria while validating indigenous notions of sacred power as far as possible, according to Catholic criteria.

‘The significance of displacing ancestors underscores a fundamental transformation within Catholicism, and Christianity in general. “God” now offers a closer, more accessible source of sacred power, challenging the distant, intimidating perception of the divine prevalent in African traditions,’ he said.

Aware of his own conditioning ‘biases’ and lens which he guarded against in his study, Goldie appreciates the importance of culture and the fact that indigenous people view the world through their own cultural lens, and are encumbered with their own existential problems for which they look for resolution from both indigenous religion and Christianity, whichever yields positive outcomes.

He said that this calls for deeper appreciation of cultural nuances within religious discourse, and hopes his study will influence conversations within the Catholic Church and academic circles to bridge cultural gaps and rekindle meaningful engagement with African contexts.

Reflecting on his academic journey amidst his parish responsibilities, Goldie emphasised the importance of ethical considerations and prayerful guidance in theological research, expressing gratitude to God, his two supervisors, and Professor Paul Decock and the late Professor Stuart Bate; the Cape Town Archdiocese Archbishop and Cardinal Stephen Brislin, all the South African contributors to the field of indigenous culture and religion, and the many missionaries and priests in the Catholic Church.

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Summa Cum Laude Study on Social Media and Body Image

Ms Phumelele Basi graduated with a master’s for a study examining young women’s experiences on Instagram.

Young Women’s Experiences of “Sexy Bodies” on Instagram: A Case Study by summa cum laude master’s graduate in Gender Studies Phumelele Basi investigated how female preservice teachers interpreted and experienced body images on Instagram and the impact on their own self-perceptions.

Basi’s research journey was motivated by personal experiences. ‘During my undergraduate studies, I found myself constantly comparing myself to these so-called “sexy” female bodies, which affected my self-esteem and body image. This struggle became even more real during my teaching practice when a student approached me for advice on dealing with similar body image issues exacerbated by social media,’ she said.

Supervised by Professor Deevia Bhana, the dissertation critically examines the entanglement of social media, gender, sexuality, and power in shaping perceptions of beauty and self-worth. Instagram was found to reflect an assemblage of body types, celebrities, influencers, fashion trends, gestures and poses, which collectively shaped the young pre-service teachers’ perceptions of what constituted a “sexy body”.

Basi said that these interpretations were found to have both negative and positive implications. Some participants reported feeling pressure, insecurity and a sense of comparison when viewing these images, interpreting them as representations of unrealistic beauty standards that created a need to conform. However, others found empowerment, self-acceptance and body positivity in these images, appreciating the diversity of body representations.

The study also highlighted the impact of these interpretations on the participants’ self-perceptions of body image and their behaviour on the platform. Participants who felt pressure to conform to the idealised images reported engaging in behaviours such as excessive exercise, restrictive dieting and editing their photos to fit the perceived beauty standards. Those who found empowerment and body positivity in the images were more likely to engage in self-expression, promoting body acceptance and challenging societal beauty norms.

Basi’s study sheds light on the complex ways in which young women navigate and interpret idealised female bodies on social media platforms like Instagram. It underscores the need for teacher education programmes to address these issues to empower pre-service teachers to critically engage with gender norms and representations in the digital age.

She contends that equipping future educators with the necessary tools to navigate the digital landscape will enable them to empower their learners to critically engage with social media and challenge the unrealistic beauty standards it perpetuates.

Basi thanked her supervisor, partner and family for their constant support and encouragement.

Words: Rakshika Sibran

Photograph:  Sethu Dalmini

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Research Explores Pastors’ Personal Challenges During COVID-19

Master’s graduate, Ms Silondiwe Mulaudzi.

Masters graduate, Ms Silondiwe Mulaudzi’s study focused on the personal challenges confronted by pastors during the COVID-19 pandemic. It revealed the financial and psychological toll of the pandemic and the need for pastors themselves to receive pastoral care. Based on the findings, recommendations are made to provide such care.

‘Pastors who serve congregations are often taken for granted and are not expected to experience burnout or fear. The study revealed that while providing care for their congregants during the pandemic, a common worry among pastors was that they would lose their coworkers. Despite this, they showed adaptability and resilience by coming up with creative methods to provide their congregations with spiritual guidance and support. The church needs to do more to provide them with both financial and spiritual support,’ said Mulaudzi.

Although maintaining a work-family balance was difficult, she said that she planned her studies meticulously, reserving one day a week for visiting family and friends. ‘My spouse was really encouraging and helped with errands and cleaning. I prioritised power naps and a proper diet to sustain my energy levels so that I could focus on my thesis at night, even if I was exhausted after long workdays.’

She advised her peers to always choose a field of study that they are passionate about and to conduct a comprehensive preliminary evaluation of the literature on the chosen topic to enhance their empirical grasp of the phenomenon and assist them in refining the research topic.

Her supervisor, Professor Herbert Moyo said, ‘Mulaudzi is a hardworking person with insight. Her studies were basically theological while her job is in finance. She was able to bring the two worlds together through multi-tasking.’

Mulaudzi’s future plans include sharing different ideas to benefit the church community.

Words: Sinoyolo Mahlasela

Photograph: Sethu Dlamini

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Single and Pregnant in the Methodist Church

Mr Xolisani Silolo graduated with a master’s degree.

Methodist Minister Mr Xolisani Silolo was awarded a Master’s in Gender and Religion for his exploration of gendered church discipline within the Methodist Church. The study was inspired by witnessing the unjust treatment of single, pregnant women.

Silolo, who himself was born out of wedlock, said that his findings revealed that the practice of suspending and reinstating single pregnant individuals is not only inhumane, but also unjust. Despite a 2016 resolution aiming to cease this practice, the discrepancy between policy and implementation remained evident, showcasing systemic challenges within the Methodist Church.

He added that his goal was to challenge traditional notions of church discipline and gender roles, highlighting embedded disparities perpetuated by patriarchal hegemony. The research unearthed societal and theological issues. ‘It found that most single pregnant women are willing participants in this punitive practice. This means that they had been socialised to accept that having a child out of wedlock is a sin worth punishing. The problem is thus not just structural, but both theological and formational.’

Silolo believes that his study restores the use of theology to uplift and uphold the humanity of females within the ecclesiological space, contributing to feminist theology by advocating for the need to be gender sensitive when dealing with matters affecting females in a patriarchal space. It also contributes towards ecclesiology by showing that pregnancy is a God-given gift for the edification of the church.

While facing some resistance from within the Methodist Church, Silolo’s work has also received support for advocating for progressive reform and sparking vital conversations about gender-based discrimination. He is confident that adopting a pastoral approach with a gender-sensitive lens rather than perpetuating punitive measures will enable the church to become an inclusive, equitable sanctuary for all genders.

He thanked the Methodist Church and Professor Charlene van der Walt and Dr Xolani Sakuba for their support and mentorship.

‘Moreover, I thank my family, Nomathamsanqa, Lugcobo and Zungeziwe for allowing me to undertake this task while being a husband and a father. I extend my gratitude to my mother Lungelwa Silolo - I can only imagine what she went through as a single pregnant teenager within a Christian family and community.’

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Study Highlights Black Lesbians’ Experiences in TVET Colleges

PhD graduate Dr Sanele Siwela offers a feminist analysis of the Black lesbian academic experience.

Dr Sanele Siwela is elated at achieving her PhD in Social Justice Education. Her thesis entitled: A Feminist Analysis of Black Lesbian Students’ Academic and Social Experiences at a Technical and Vocational Education and Training (TVET) Institution in KwaZulu-Natal Province, South Africa examined how the various social identities of Black lesbian students intersect to influence their post-school education and training experiences. The study also investigated the factors that influence their participation and success in post-school education and training, and how they negotiated the influence of these factors.

‘As a TVET college lecturer for the past 12 years, I have observed the marginalisation and exclusionary practices that lesbian students experience because of their sexual orientation. They are undermined and often shunned by their heterosexual peers,’ explained Siwela.

The study found that Black lesbian students experienced heterosexism at the TVET college, as well as in their homes, communities and in public places. This results in a range of psychosocial issues, which lead to academic failure and dropout, as well as attempts at self-harm in some cases.

Siwela said that ‘psychological support for minority students remains inadequate in TVET institutions. My study advocates strongly for psychological interventions, inclusive curriculum, institutional policies, and inclusive infrastructure to support lesbian, gay, bisexual, transgender and queer (LGBTQ) students in tertiary settings.’

‘I found limited research in South Africa that addresses the discrimination and marginalisation of lesbian students in post schooling contexts; my study thus adds vital knowledge to this field of research.’

She hopes that her findings will be used to address heterosexism and its destructive effects in education as well as inspire further research on the intersectionality of class, race, culture, sex, gender and location, especially in the TVET college context.

‘I would like to thank Drs Saajidha Sader and Melanie Martin and Mrs Rosemary Kuhn for their support, guidance and kindness and express my immense love and gratitude to my daughter, Nonhlanhla Siwela and my editors for commenting on various draft forms of my chapters and for constantly encouraging me to keep going.’

Sader applauded her achievement saying ‘achieving a PhD is no small feat and I commend Sanele on her success. The doctoral journey is an arduous and daunting one but you persevered. This success is testament to your will, determination, commitment, competence and agency. While your study makes an invaluable contribution to the body of knowledge in the field, the benefits to your participants in having a safe space to share their experiences and their conscientisation through their participation was for me one of the most valuable outcomes of your research. Congratulations and well done!’

Having completed her PhD, she plans to continue with her community work aimed at improving the quality of life of youth in disadvantaged communities by promoting their participation in education and training and promoting gender, disability and learning equity and diversity in this sphere.

Words: Jennene Naidu
Photograph: Sethu Dalmini

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Research Unpacks the Obstacles Confronting Black African Undergraduate Students

Dr Siyanda Cele earned himself a PhD in Social Justice Education.

Gaining university entrance is the aim of many South African students and ushers in an exciting time, signifying a bright future. However, for many students, the rose-tinted glasses are soon ripped off, leaving them with a very different reality. Dr Siyanda Cele’s research highlights the difficulties experienced by Black African students within a tertiary education space especially when confronted by systemic factors.

Cele graduated with a PhD in Social Justice Education. His thesis, entitled: A Critical Exploration of Student Integration and Attrition of Black African Undergraduate Students from Selected South African Universities, examined the challenges and factors influencing the academic and social integration, as well as attrition rates, of these students. Drawing on his own experience and that of other students, his research aimed to identify and understand the various barriers faced by the students, including language, economic hardship, racial exclusion, gender issues, family backgrounds, and inadequate high school preparation.

‘The study sheds light on the complexities of the university experience for Black African students and provides insights that could inform policies and interventions aimed at promoting inclusivity, support, and equitable access to Higher Education,’ said Cele.

The findings showed that obstacles such as language barriers, economic hardship, navigating university systems and accessing technological resources engender feelings of inferiority and hinder social and academic integration, negatively impacting academic performance and persistence. These difficulties intersect with racial exclusion, gender biases and financial constraints, which exacerbate feelings of isolation and inadequacy.

Cele noted that, ‘Overall, the novel findings underscore the need for systemic reforms to address these barriers and foster inclusivity, support, and equitable access to Higher Education for Black African students. Efforts should focus on language inclusivity, financial assistance programmes, tailored support services, culturally relevant curricula, and addressing gender biases and family-related challenges.’ There is also a need to address inadequate high school preparation for university education.’

He hopes that his study will advance social justice education in South Africa and inform systemic changes to promote inclusivity, support and equitable access to Higher Education, particularly for those from marginalised communities.

Graduating at the age of 30 with his PhD is a significant accomplishment for Cele. He said that his family, particularly his mother, is his greatest source of support. Their belief in him provided the strength to persevere. He also acknowledged the steadfast support of his supervisor Dr Claire Gaillard: ‘Her guidance throughout my academic journey, from honours to PhD has been a constant source of inspiration. Her dedication to fostering my academic growth and pushing me beyond my limits has had a profound impact on my development as a scholar.’

Gaillard extended her congratulations on Cele’s well-deserved achievement: ‘Although faced by many personal challenges, Siyanda persevered with humility, dedication, and unwavering spiritual conviction, whilst maintaining the utmost respect and appreciation for my role in guiding his PhD journey. I am elated that the well-deserved fruits of his labour may finally and proudly be celebrated. Well done, Siyanda; you have reached the promised land!’

Growing up as the sixth child among eight siblings, Cele learned the value of hard work and giving back. He is the founder of the NED Vico Foundation, a non-profit organisation dedicated to youth empowerment, focusing on individuals from previously disadvantaged backgrounds. He is committed to making a positive impact in both academia and the broader community, empowering others to reach their full potential and contribute meaningfully to society.

Currently a full-time lecturer at the University of South Africa (UNISA), Cele is committed to continue striving towards his goals with passion, dedication, and a steadfast commitment to excellence in teaching, research, and mentorship.

Words: Jennene Naidu
Photograph: Sethu Dalmini

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