Caps, Gowns, and New Beginnings: UKZN’s 2025 Graduates Take the Stage

UKZN rolled out the red carpet for graduates and their jubilant families at the Autumn Graduation ceremonies which kicked off at the University’s Westville campus yesterday.

The 2025 UKZN Autumn Graduation ceremonies commenced yesterday, marked by the vibrant atmosphere characteristic of the University’s annual celebrations.

The ceremonies serve as a testament to the Institution’s commitment to fostering innovation and success, providing a platform for students to step into the next chapter of their professional journeys.

A total of 8 116 graduands will ascend the Graduation stage to receive their hard-earned degrees across 21 ceremonies. Of these, 5 161 will receive their undergraduate degrees while 2 955 recipients will be awarded postgraduate qualifications, including 247 PhD and 629 master’s graduates.

UKZN is proud to note that women make up 65.91% of this year’s graduates - an increase of 4% from 2024. The University also celebrates an elite group of approximately 500 top achievers graduating cum laude and summa cum laude, with women once again leading the way, comprising 65.47% of this distinguished group. In addition, UKZN will honour 103 graduands with disabilities.

Among the 247 doctoral graduates this year are an 83-year-old priest, an award-winning pianist and a 27-year-old PhD candidate - showcasing the rich diversity of achievement at UKZN.

Fr Dr Pheko Matthews Thinane, the oldest graduand at this year’s Graduation, earned his PhD from the School of Religion, Philosophy and Classics - marking a significant achievement in a life dedicated to faith, service and scholarship. A semi-retired Catholic priest from Gauteng who remains active in the Church, Thinane embarked on his doctoral journey after completing his memoirs. His thesis contributes valuable insight to the growing body of African theology literature.

Acclaimed jazz pianist and UKZN lecturer, Dr Sibusiso “Mash” Mashiloane - known for his award-winning contributions to South African music - completed his doctoral research on the identity of South African jazz. His research raises awareness about the richness of South Africa’s distinctive musical traditions, which reflect the country’s diverse cultures. Mashiloane’s recitals were more than explorative performances; they became musical awakenings where musicians internalised and practised jazz as a language spoken through their own accents, languages, and meanings.

At the other end of the age spectrum is 27-year-old Dr Shavani Naicker, the youngest PhD graduand in this cohort, who completed her doctorate in Applied Mathematics. Her thesis is on the “Dynamics of Spherically Symmetric Spacetimes in Lovelock Gravity”.

The 2025 ceremonies also see the College of Humanities take the honour of producing the youngest undergraduate, 20-year-old Ms Lusanda Thandolwenkosi Madondo.

Ms Normah Zondo, Executive Director: Corporate Relations, said: ‘Graduation ceremonies are longstanding rituals of passage that acknowledge the past, celebrate the present, and propel graduates towards a future filled with purpose and possibility. The University wishes all students every success in all their endeavours. The Graduation ceremonies present an excellent opportunity for the graduands to celebrate their achievements and share this moment with their families and friends.’

The Autumn ceremonies commenced on Tuesday, 6 May 2025, at the Westville campus with the College of Humanities, and will run until 16 May.

Words: NdabaOnline

Photograph: Sethu Dlamini

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Blind Student’s Cum Laude Achievement Redefines Academic Excellence

Ms Azraa Ebrahim is contributing positively to the Industrial Psychology and Religion space.

A university journey that commenced amidst the COVID-19 pandemic has culminated in Ms Azraa Ebrahim graduating with her Bachelor of Social Science, majoring in Religion Studies and Industrial Psychology cum laude and with 14 distinctions.

Navigating this path online, coupled with being blind, made familiarising herself with virtual platforms significantly more challenging.

Supported by her parents, peers, lecturers, and the University’s Disability Support Unit, Ebrahim successfully transitioned from online to in-person learning by using a white cane and assistive technologies such as screen readers.

Her academic excellence shone beyond the classroom. She presented a paper at the Association for the Study of Religion in Southern Africa (ASRSA) Conference 2024, winning Best Student Paper, and she has been invited to publish her paper in the Journal for Islamic Studies. She also delivered a sermon at Taking Islam to the People (TIP) Eid-ul-Adha Eidgah, where she shared her experiences of discrimination growing up with blindness. In collaboration with her supervisor and mentor, Dr Cherry Muslim and Mr Chukwudera Nwodo, she presented at the Academic Monitoring and Support (AMS) Colloquium 2024, winning Best Paper in her concurrent session.

Ebrahim noted: ‘To ensure I was personally competent, I would begin exam and test preparation a month in advance to account for my slow reading pace. Despite my initial challenges, I am immensely grateful for the relationships that I have built, the knowledge gained, and the friends I have made along the way.’

As a National Research Foundation Honours Scholarship grant holder, Ebrahim is currently pursuing an honours degree in Religion and Social Transformation. Her research is rooted in activism and focuses on the liminal space of women-led khutbah (sermons) in Islam. ‘I aspire to be a scholar of Islam and endeavour to eventually enter academia, in order to pedestalise research on disability from a differently abled positionality,’ she said.

During exam season, Ebrahim often struggled to balance academic and family commitments due to the additional effort required. She carefully planned her time, setting aside space for family events and visiting loved ones. Karate served as a healthy outlet to relieve stress and prevent burnout. She credits her family - especially her parents - for reminding her to rest, eat, and protect her eyes from strain.

Ebrahim offered this advice to students, especially those differently abled: ‘Wear your disability with a badge of pride. Do not look upon it with disgrace, nor attempt to conceal it from societal scrutiny.’ Disability is often painted as a societal afterthought, but it is important to remember that while our disabilities are integral to who we are, they do not define us entirely. In a world engulfed by discrimination, stigma, and alienation, we must celebrate our uniqueness and challenge socially constructed ways of being.’

She celebrates her graduation as a moment of triumph, noting that: ‘Within Muslim communities, it is an uncommon reality for a differently abled Muslim woman to attend university - let alone graduate cum laude.’

‘While three years of dedication and determination preceded this moment, I take equal joy in the journey that brought me here,’ she reflected.

Ebrahim expressed heartfelt gratitude to her parents, family, and friends for their unwavering support. ‘To my grandfather, who passed away in 2022 - I let your wisdom and memories guide me always. I am immensely appreciative of my supervisor and mentor, Dr Cherry Muslim, whose immense belief in me warrants more recognition and admiration than I could ever express.’

Words: Sinoyolo Mahlasela

Photograph: Itumeleng Masa

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Building Inclusive Communities: Master’s Research Tackles Gender-Based Violence

Master’s graduate and UKZN staff member, Ms Ronica Bagwandin, gives a voice to victims of homophobia in South Africa.

Gender-based violence (GBV) remains a pervasive issue in South Africa, where entrenched patriarchal norms continue to fuel discrimination and abuse.

The LGBTQ+ (lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, and more) community, often faces compounded challenges related to gender-based violence, demonstrating the need for a comprehensive approach to addressing this issue.

Aspiring academic Ms Ronica Bagwandin (a member of staff at UKZN) graduated cum laude with a Master's in Social Sciences for her research looking into homophobic victimisation experienced by members of the LGBTQ+ community in Pietermaritzburg, KwaZulu-Natal. Her study explored how sexual orientation and gender identity make individuals more vulnerable to targeted attacks.

Her research advocates for a more inclusive society, it challenges heteronormative narratives whilst recognising that traumatic experiences can prompt critical conversations and societal change.

Bagwandin explored the contributing characteristics and factors that made the LGBTQ+ community vulnerable to homophobic victimisation.

‘My research sought to understand the effects of these homophobic attacks and how participants navigated their identities to avoid further victimisation. It further explored participants’ perceptions about reporting victimisations to the police,’ she said.

She added that, ‘Those who support victims also become targets, seen as defying the dominant heteronormative value system.’

Her findings revealed that homophobic attacks included physical assault, psychological bullying, sexual violence, and verbal harassment. Cultural and religious norms that promote heteronormativity were key contributing factors.

Participants reported mental and emotional trauma. Many feared re-victimisation and lacked confidence in police response, which discouraged them from reporting incidents.

According to Bagwandin, participants suffer a significant mental, emotional, and psychological harm as a result of these experiences; and other findings suggest that many adopted coping strategies to avoid further victimisation, while fearing re-victimisation and inadequate police response may hinder these victims from reporting incidents.

‘Homophobia impacts everyone, including heterosexuals and that by sharing experiences of homophobic attacks, we can help recondition mindsets and reduce aggression and stress related to homophobia,’ emphasised Bagwandin.

She credited her supervisor, Ms Philiswe Hadebe, for her unwavering patience and guidance. She highlighted the meaningful connections she formed with participants and the insights she gained from their lived experiences.

‘Many of the participants were young and had faced parental rejection or struggled to express themselves around older generations. As a parent, I felt honoured when they thanked me for creating a space where they could be authentic,’ she said.

Hadebe expressed her congratulations, commending her student’s independence, commitment, and passion as well as her research skills, critical thinking, and expertise in the field. ‘Her compassion and empathy towards the LGBTQI+ community were another factor that contributed to a successful journey,’ she said.

Hadebe praised Bagwandin’s ability to balance work, family, and studies, highlighting her resilience and determination. Hadebe revealed that this journey has motivated Bagwandin to complete her PhD.

Her sons, Mr Nervay Mikyle Bagwandin and Mr Revaan Kashmiq Bagwandin, remained persistent and motivated their mum to make a difference through education and giving people a voice through this study.

Nervay congratulated his mom, saying, ‘Mom, you have inspired both me and Revaan through your constant thirst for knowledge. Your perseverance towards your studies has shown us that, through education, our possibilities are limitless. Both of us are so incredibly proud and honoured to get to call you our mother.’

Her husband, Mr Naresh Bagwandin said: ‘Congratulations my precious soul mate. I am super proud of all your achievements. I salute your effortless dedication to your study which has certainly made this worth it.’

Bagwandin urged society to recognise the legitimacy of sexual diversity and reject the stigma of non-conformity to traditional gender norms. She emphasised that education is key to dismantling prejudice and fostering tolerance.

Words: Sinoyolo Mahlasela

Photograph: Sethu Dlamini 

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PhD Study Offers Methods and Philosophy to Cybercrime

Dr Slindile Ngcece tackles cybercrime through her PhD research.

Advances in technology are shifting the way crimes are committed, with a growing concentration online.

Combatting cybercrime requires a new approach and philosophy - one distinct from traditional police methods used in physical crime investigations.

Dr Slindile Ngcece conducted PhD research, funded by the National Research Foundation (NRF), in Criminology and Forensic Studies. Her study investigated how law enforcement - specifically the South African Police Service (SAPS) - responds to and investigates cybercrime, with the aim of determining whether agencies are adequately prepared to address online criminal activities in South Africa.

During her studies, Ngcece met and learned from exceptional police officers, who were kind and inspiring which resulted in a book chapter on this topic after discovering that South Africans are still not advanced in cyber technology and are unaware of online criminal activities and their severity, and yet they are fully exposed to the internet and technology. Ngcece believes that Investigators need to keep up with the pace at which technology is developing.

Her study suggests the need to develop and acquire new ways of responding to and apprehending cybercriminals. A lot of research projects, including investigations, should be undertaken to find out all avenues that might lead to curbing the surge of cybercriminal activities and provide safety and security to the online communities and anyone presenting vulnerabilities.

She said: ‘This can only be achieved by allowing law enforcement agencies to undergo multiple training sessions, helping them adjust to evolving technologies and uncover different tactics used by cybercriminals.

‘I think awareness and knowledge of cybercrimes are our best first line of defence. That’s how our society can make informed decisions, prevent exposure and reduce risks such as scams and fraud,’ Ngcece added.

Although it was difficult to find officers to interview for this study as a result of interviewees always being busy and limited personnel in the Durban SAPS who deal with online crimes, she held on to the words, ‘Patience and hard work are key.’

Losing her aunt was also a contributing factor to her negative shift in her study, it took an emotional toll on her.

‘My aunt passed away at a stage where I really needed a mother figure, as I was pregnant, physically sick, and emotionally struggling. At one stage, I truly felt depressed and did not feel like myself for a while. I am grateful, however, that her teachings and memories gave me the strength and courage to pick myself up, continue with life, and pursue my PhD,’ she said.

She added that support from her close friends was amazing: ‘We assisted and guided each other in our studies and research, and vented when we were overwhelmed. They played a huge role in my success, and I am forever grateful.’

Ngcece said obtaining her degree was a life-changing experience - from becoming a mother, losing close family members, and working to support her children, all while studying. She had to stay focused on her goal and remember how important her success would be, not only for herself but also for her children.

‘My children’s presence in my life and my late grandmother’s teaching really played a role in encouraging me and pushing me through. The support from my friends and sister was also a major contribution. My sister took care of my son so I could study.’

Advancing her skills and expertise in cybersecurity, taking short courses, and continuing to grow in academia and research are among her future goals.

She encouraged those working on finishing their degrees, saying: ‘Rest when you need to, go to the drawing board, and come back even stronger.’

Words: Sinoyolo Mahlasela

Photograph: Sethu Dlamini

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The Impact of E-Banking Risks on Elderly Users

Dr Nondumiso Ndlovu’s PhD shines a spotlight on e-banking security risks faced by pensioners.

As digital banking becomes the norm, ensuring its security is more crucial than ever - particularly for vulnerable populations such as pensioners.

Dr Nondumiso Ndlovu’s thesis: “Investigating Security Threats of E-Banking Services on Pensioners: A Case Study of Hammarsdale, Mpumalanga Township, KwaZulu-Natal” provides an insightful look into how elderly users are navigating the complex and increasingly perilous world of e-banking.

Ndlovu selected Hammarsdale after careful observation. The township, with its growing elderly population, became a microcosm for examining the challenges older South Africans face in the digital transition.

She explained that many pensioners - including her own parents - have faced barriers such as digital illiteracy, limited access to secure devices and inadequate cybersecurity awareness. Although driven by national efforts to promote digital inclusion, these gaps remain especially pronounced in township settings.

While e-banking is often praised for its convenience, Ndlovu’s research uncovered a darker reality. Pensioners in Hammarsdale reported falling victim to a range of security threats, including phishing scams, identity theft, and SIM swap fraud.

One tragic story stood out: an elderly woman lost her entire pension grant after unknowingly sharing her One-Time PIN with a scammer impersonating a bank official. ‘She trusted the caller because he knew her name and recent banking details. The emotional toll was just as devastating as the financial loss,’ Ndlovu recalls.

Her study revealed that trust in e-banking platforms is fragile. While many pensioners trust their banks, they feel far less confident navigating unfamiliar technology.

‘Trust in the banks themselves is higher than trust in the technology. The feeling of losing control in the digital environment leaves many pensioners feeling exposed and vulnerable,’ notes Ndlovu.

Ndlovu also explored the role of community dynamics. In Hammarsdale’s close-knit environment, many elderly users rely on family or neighbours to help with digital banking. However, this mutual support sometimes leads to privacy breaches and, in unfortunate cases, exploitation.

‘I know of some whose children pretended to help them with transactions, only to later steal from them. Digital illiteracy and stigma often prevent pensioners from asking questions or seeking help, increasing their vulnerability to cybercrime,’ she explained.

Security personnel involved in the study expressed concern that cybercriminals were evolving faster than public awareness campaigns - especially in under-resourced areas. ‘Although banks have standard protections in place, they’re not doing enough to safeguard those unfamiliar with online threats,’ Ndlovu said.

Ndlovu stressed the urgent need for community-based digital literacy programmes, tailored fraud detection systems, and stronger collaboration between banks and local law enforcement.

A significant finding was the inadequacy of current bank-led education strategies. Most rely on digital platforms like SMS and email - tools many elderly users struggle to access or understand. Additionally, bank staff are often ill-equipped to provide patient, clear assistance to older customers.

Among Ndlovu’s key recommendations is the establishment of digital literacy workshops tailored specifically for elderly users. She advocates that these be held in local languages and hosted in accessible venues such as clinics, libraries, or churches.

She also recommends simplified banking interfaces with intuitive security features, and government-subsidised devices and data plans for pensioners. More importantly, she calls for the swift enforcement of cybercrime laws to better protect this vulnerable group.

‘Banks must not assume a one-size-fits-all approach to digital adoption,’ she argues. ‘By addressing the unique vulnerabilities faced by older users, we can ensure that digital financial services become a tool for inclusion - not exploitation.’

Ndlovu hopes her research will serve as a wake-up call for policymakers and financial institutions to prioritise the digital safety of vulnerable, elderly citizens. She envisions a national framework where banks are required to provide specialised support and bridging the digital divide, particularly in rural and township areas.

Her research journey was supported by her supervisor, Professor Nirmala Gopal, and funded in part by the Southern African Clothing and Textile Workers’ Union (SACTWU) Bursary Scheme and the National Institute for the Humanities and Social Sciences (NIHSS).

‘I am especially grateful to my life partner for being my rock. Most profoundly, I dedicate this achievement to my mother, whose strength and sacrifices continue to inspire me every day - this is for you.’

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Forgotten Victims of Nyaope Addiction

Ms Zeldah Makhubele unpacks the social toll of Nyaope addiction in her master’s study.

In South Africa’s battle against the devastating scourge of Nyaope, the focus often falls on the user - their descent into addiction, the criminal undertones, and the steep path to recovery.

But what of the families left behind in the chaos? For Master of Social Science in Clinical Psychology graduate, Ms Zeldah Makhubele, this question was too important to ignore. Her research - both heartfelt and urgent - gives a voice to those who grieve silently in the shadows: the mothers, fathers, siblings, and extended families of Nyaope users.

In her dissertation titled: “Understanding the Financial, Emotional, and Social Impacts of Nyaope Addiction on Family Members in South Africa: A Scoping Review of Coping Strategies and Support Needs”, Makhubele dives deep into the heartache that addiction leaves in its wake.

‘Nyaope,’ she explains, ‘is a highly addictive and dangerous street drug that has become a major public health and social issue in South Africa, especially in poor and marginalised communities.’

Often a lethal concoction of low-grade heroin, antiretroviral drugs, and other substances, Nyaope has become an emblem of despair and of systemic failure. Yet, while media reports and policy documents focus on the addicted individual, families are bearing the brunt of the crisis - emotionally, socially, and financially, she contends.

‘I was moved to explore the effects on family members because there’s a notable gap in research here,’ says Makhubele. ‘The addiction of a loved one doesn’t occur in isolation. It spills into the lives of those who love them. Families suffer deeply, and yet their pain often goes unacknowledged.’

In many cases, Makhubele found that families are not only emotionally devastated, but also financially drained. Some were forced to repay debts accrued through theft or cover the cost of repeated and often unsuccessful rehabilitation efforts. In particularly heart-breaking accounts, families compensated neighbours and local businesses after their loved one stole from them.

‘Socially, the families become isolated. They face stigma from their communities. Their support networks crumble. Emotionally, they live with shame, guilt, helplessness - a constant turmoil,’ she said.

Perhaps the most startling discovery in Makhubele’s study was the extent to which families have had to normalise the chaos. ‘Many families spoke about learning to live with the situation, not because they had found a way to heal or manage, but out of resignation. That surprised me - the degree to which hopelessness had become a coping strategy.’

She also found that religion and spirituality were prominent sources of solace, with prayer and church communities offering rare havens of peace. Some families turned to professional help, while others resorted to avoidance or, in moments of desperation, banished the addicted loved one from the home.

‘It’s important to realise that coping doesn’t mean thriving. Many families are simply surviving. Their strategies, though necessary, are often temporary and fragile.’

The impact of Nyaope addiction on family dynamics was one of the most distressing aspects of Makhubele’s findings. She describes homes plunged into chaos: ‘Trust is broken. Parents live with guilt and helplessness. Siblings feel neglected or are forced into adult roles. In some cases, extended family members must step in to raise children or help financially. It’s a ripple effect - emotionally and structurally destabilising entire family units.’

When asked about what families need most urgently, Makhubele is clear: ‘They need support that acknowledges their experience. Many families felt existing social services weren’t enough - they’re often under-resourced, not tailored to the realities of these communities, or completely inaccessible.’

The call is not just for more treatment centres but for longer treatment periods, community-based support groups, accessible counselling, and training for pastoral counsellors and laypeople to help families navigate the trauma of addiction.

Makhubele believes that socially responsive scholarship means asking difficult questions. She urges practitioners and policymakers to look beyond the individual – to see the family, the community, and the silent stories waiting to be heard.

‘Addiction doesn’t just take one victim, it takes entire households, and if we don’t support those households, we risk perpetuating the very cycles we’re trying to break.’

She thanked her supervisor, Dr Richard Thabane Khumalo, along with her friends and family, for their support and belief in her.

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Let Domestic Work Be Recognised as Decent Work

Dr Thobeka Ntini-Makununika, joined by her proud family, calls for domestic work to be recognised as decent work, challenging power imbalances and advocating for dignity and Ubuntu.

For Dr Thobeka Ntini-Makununika, her PhD journey began not in a library or seminar room, but in the homes where she, her late mother, aunt, and late grandmother toiled as domestic workers.

Her lauded PhD study unpacks the hidden power dynamics in South African households, in her thesis “Unravelling the Dynamics of Power in the Employer-Domestic Worker Relations in Contemporary South Africa, KwaZulu-Natal: Praxis-Oriented Research”.

‘Education, for me, is resistance. I carry the sacrifices of generations of women in my family into every chapter I wrote,’ Ntini-Makununika said.

‘I was raised by Black African women who survived through domestic work. For seven years, from the age of 13, I worked part-time for White families and in holiday resorts. I experienced first-hand the quiet suffering, the layered dignity, and the complex dependencies in those relationships,’ Ntini-Makununika said.

Her lived experience would later shape an innovative, praxis-oriented PhD that an examiner described as showing ‘exceptional empirical work in scope and originality,’ offering ‘rare access to a field important to social policy and many professions working with human rights.’

Ntini-Makununika’s study offers a multifaceted, inside-out look at power relations between employers and domestic workers in South Africa, a dynamic still deeply shaped by colonial, patriarchal, and racialised histories.

‘I wanted to humanise domestic work, redefine its societal value, and inspire reflection and action. It’s a call to reconsider whose labour we honour, whose voices we centre, and what justice truly looks like,’ said Ntini-Makununika.

Rather than a distant academic study, the research was a participatory process grounded in dialogue, as she approached the research not as an outsider but from lived experience.

Her study revealed that unexpected insights emerged in these spaces. ‘Domestic workers often branded themselves as powerless, internalising marginalisation. But through dialogue, many began recognising their agency - from subtle boundary-setting to overt acts of defiance. Employers, too, revealed moments of vulnerability and moved toward mutual understanding. The binary of “powerful employer” versus “powerless worker” started to unravel.’

One of her most striking findings was how exploitation transcended race. ‘Several domestic workers said their worst experiences were with Black employers. This shows that power in domestic work isn’t only about race - it’s about social status, class, and internalised oppression.’

She offers a telling example: ‘Some employers clearly stated for themselves “I start work at 07h30 and finish at 16h00”, but were vague or dismissive when asked about their workers’ hours. It signalled a devaluation of their employees’ time.’

Ntini-Makununika observed that working at the University of Zululand, a historically disadvantaged institution, shaped her thinking and made her more attuned to systemic inequality.

‘I wasn’t writing just for academic study - I was writing for the daughters of domestic workers who may one day read my work.’ Fieldwork took an emotional toll on her. Listening to stories of unpaid dismissals and racial microaggressions was hard. ‘Sometimes I had to pause and process my own memories. But witnessing moments of awakening - for both workers and employers - was powerful.’

Ntini-Makununika believes that her study underscores the urgent need for systemic change, arguing that the institution of domestic work is still deeply entangled in colonial and capitalist legacies. She contends that legal compliance alone is not enough.

‘We need a shift in values. Grounding policy and practice in Ubuntu can help affirm the humanity and dignity of domestic workers.’

She adds that balancing work and research was not without challenges and took discipline and support. She credits her manager, Professor John Rautenbach, and the UNIZULU Research office for being supportive; her community of PhD peers for keeping her grounded; and her supervisor, Professor Vishanthie Sewpaul, for challenging her thinking, offering steady guidance, and compassionate support.

Ntini-Makununika believes her doctoral journey was both a personal act of healing and a powerful scholarly contribution.

‘Until we value the hands that clean our homes and raise our children as much as those that govern boardrooms, we will never dismantle the inequality woven into the fabric of our daily lives. Domestic work is work. Let us ensure it is decent work.’

Words: Rakshika Sibran

Photographs: Sethu Dlamini

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Investigating Intimate Partner Violence Among High Schoolers

Ms Noxolo Sibisi’s master’s research sheds light on how socio-economic and cultural pressures contribute to intimate partner violence among high school teenagers.

Ms Noxolo Sibisi’s recent research reveals a dark reality for some South African high schoolers.

Her Master of Social Science dissertation, “An Exploration of the Exposure of High School Teenagers to Gender-based Violence with Specific Focus on Intimate Partner Violence: A Case of a Selected School in Inchanga, KwaZulu-Natal”, shines a spotlight on intimate partner violence (IPV) in a space often overlooked: schools.

Her work captures the nuanced experiences of teenagers grappling with violence in their early romantic relationships.

‘I was inspired by what I saw happening around me - rising cases of gender-based violence (GBV), especially in communities that are already facing economic and social challenges,’ Sibisi explained.

What emerged from her study was a clear pattern of social, economic, and cultural pressures shaping the way teenagers experience and normalise IPV. ‘Many of these learners are growing up in homes where male dominance is considered normal,’ Sibisi said. ‘That idea gets carried into their own relationships, and girls in particular were vulnerable to manipulation - often mistaking controlling behaviour for love.

‘Some thought being told what to wear or who to talk to meant someone cared deeply about them.’

One harrowing case involved a 17-year-old girl who endured physical and emotional abuse from her boyfriend. ‘He demanded access to her phone, controlled her social life, and hit her when she didn’t comply,’ Sibisi recalled. ‘She didn’t leave because she depended on him for money and feared being judged by others. This story wasn’t an isolated incident - it was a reflection of many teenagers’ reality.’

Economic hardship, Sibisi found, played a major role in sustaining abusive dynamics. ‘Girls often entered relationships because they needed basic things, such as money for food or cell phone data. That made them feel trapped when abuse began.’ Boys, too, weren’t immune to toxic pressures, with some feeling they had to assert dominance to be seen as “real men”.

Social media emerged as a double-edged sword. While it created awareness about GBV and allowed victims to seek support, it also served as a tool for control and harassment. ‘Teenagers monitored each other’s online activity obsessively. Jealousy, digital blackmail, even public shaming - it all played out online,’ Sibisi noted.

Despite the severity of the issue, school-based support was almost non-existent. ‘Teachers were aware, but they didn’t know how to handle it. There were no programmes dedicated to IPV, only general anti-bullying campaigns,’ she said. And with the stigma around reporting abuse, many learners remained silent.

The emotional toll was profound. ‘These young people were dealing with depression, anxiety, and low self-esteem, and that started affecting their schoolwork. Some skipped classes or dropped out entirely,’ she added. Social isolation was common, especially for girls who were cut off from their peers by possessive partners.

Sibisi believes early intervention is critical. ‘Schools need to teach what healthy relationships look like. We also need peer-support groups, trained counsellors, and parental involvement,’ she said. Digital literacy is another essential tool. ‘Teenagers need to know how to protect themselves online too.’

She credits her journey to the strength and guidance she received along the way.
‘First, I thank God for carrying me through this. I’m grateful to the teachers and learners who trusted me with their stories, and to my family and friends whose encouragement never wavered,’ she said.

Sibisi also expressed deep appreciation to her supervisor, Dr Londeka Ngubane, whose support helped shape her academic journey.

Looking ahead, Sibisi hopes her research will spark change. ‘IPV among teenagers is real, and it’s harming our future adults. We need to stop dismissing their relationships as “puppy love” because for many, that love comes with fear, pain, and silence.’

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Exploring Modern Father-Child Attachment Patterns

Ms Aisha Omar, whose master’s research delves into the evolving role of fatherhood, is pictured with her proud husband, Mr Muhammad Moola.

Master of Social Science in Research Psychology graduate Ms Aisha Omar explored the emotional bonds between fathers and their children in her dissertation “Exploring Father and Child Attachment Relationships: A Qualitative Analysis”.

Her research addresses the changing dynamics in modern fatherhood and the profound impact these shifts have on children’s emotional well-being.

‘For a long time, parenting conversations have centred around mothers. As I recently became a mother myself, I noticed how little attention is given to fathers’ roles, both in society and academic research. That gap really stood out to me,’ said Omar.

Motivated by this imbalance, Omar’s inquiry focused on how fathers today are navigating emotional attachment with their children. What she discovered was a mix of progress and challenges, noting ‘Many modern-day fathers are eager to be emotionally present. There’s definitely a trend toward more engaged and emotionally open fatherhood but cultural expectations and work-life pressures can still make it difficult for some dads to fully embrace that role.’

She added that, according to the literature, there is a strong connection between fathers’ involvement in their children’s lives and children’s emotional security, suggesting that when fathers are consistent and present, their children are more likely to feel more supported. Conversely, said Omar, emotional distance may contribute to feelings of neglect or insecurity. She emphasised that a comprehensive understanding of the long-term impact of father-child attachment on emotional well-being would require a longitudinal research approach, which fell outside the scope of her current study.

Omar’s research also highlights the generational shifts taking place, ‘Today’s fathers are breaking away from the traditional “provider-only” model. They’re more nurturing and hands-on. This emotional openness wasn’t as common in previous generations. There’s more emphasis now on empathy, presence, and communication,’ she explained.

However, Omar said challenges persist, finding that many fathers still contend with outdated stereotypes around masculinity and emotion, balancing demanding work schedules, facing social pressures and at times feeling under-recognised compared to mothers. Her study showed that even in diverse settings like South Africa, traditional norms around gender roles and authority continue to shape fatherhood behaviour.

Still, she’s optimistic.

‘South African fatherhood is evolving, especially in urban settings where emotional involvement is becoming more accepted. But we must acknowledge the pressure fathers face from both modern expectations and deeply rooted cultural norms.’

Omar’s findings emphasise the importance of early interventions and support, believing that healthcare providers should consider screening fathers for paternal postpartum depression and normalise these conversations. She also encourages community-based support groups to create opportunities and spaces for fathers to share their challenges and successes.

Supervised by Professor MC Matoane, Omar’s work considers the shifting narratives about parenting in South Africa and reinforces the vital role fathers play in shaping a child’s emotional health.

‘Supportive and involved dads help build resilience, social confidence, and a healthy self-image in their children. The goal is to encourage a deeper, more empathetic understanding of fatherhood, one that truly values the emotional bonds that help children thrive.’

Omar thanked her supervisor, mentors and family for their invaluable guidance and encouragement.

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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The Impact of FYE Mentorship at UKZN

Ms Sanah Masemola celebrates her master’s with research highlighting the First-Year Experience at UKZN.

Starting university is meant to be an exciting new chapter in a young person’s life - but it’s often just as overwhelming.

Master’s graduate Ms Sanah Masemola knows this first-hand. Reflecting on her own journey from high school to campus life, she channelled her experience into an exploratory study that asked: “Does the First-Year Experience Mentorship Programme for First-year Students at the University of KwaZulu-Natal Yield Positive Results?”

‘I didn’t have any structured mentorship or support to help me navigate that big transition. It was overwhelming at times, and I often felt lost,’ she said.

The UKZN First-Year Experience (FYE) Mentorship Programme was launched in 2019 to help new students adjust to university life.

It matches postgraduate student mentors with first-year mentees, offering guidance not just on academics but on emotional wellbeing and navigating social spaces. The aim is simple yet powerful: to support students, reduce dropouts, and help them settle into university life with greater ease.

Masemola’s research found that the programme was doing exactly that.

‘Students who participated in the programme generally felt more supported - both academically and emotionally. Many said they felt less isolated, more confident navigating university systems, and more willing to ask for help when they needed it,’ she said.

Her study showed that mentorship was about much more than study tips or campus directions.

Many students shared that having a mentor made them feel ‘seen’ and supported - especially during emotionally overwhelming times. That reassurance reduced feelings of anxiety, stress and isolation, becoming a lifeline and a vital source of connection and care during a time of great personal and academic change.

Masemola’s research also highlighted practical and forward-looking opportunities for growth within the programme - including enhanced mentor training with a stronger focus on cultural awareness and emotional intelligence; more targeted outreach to male students; and regular check-ins to hold mentors accountable and ensure consistent support throughout the year.

She advocates for voices of mentees to be heard more clearly, contending that incorporating ongoing feedback from mentees can help the programme stay relevant to their evolving needs.

To first-year students who may be struggling, she offers this advice: ‘You are not alone, and it’s okay to ask for help. Join programmes like FYE, talk to your peers and lecturers, and give yourself the grace to adjust. University can be tough, but it’s also full of opportunities to grow.

Masemola believes that programmes like the FYE Mentorship initiative aren’t just about academics - they are about building a culture of care, growth and resilience.

She expressed heartfelt gratitude to God, and sincere thanks to her supervisor, Dr Motlalepule Adeline Lekeka, as well as the mentors and mentees who shared their experiences. She also acknowledged her family and partner for their encouragement and unwavering support.

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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The Role of Ubuntu in University Residence Life

Inspired by Ubuntu, Mr Sthembiso Phoswa celebrated achieving his master’s degree with his mother, Ms Zithobile Phoswa, and sister, Ms Ayanda Phoswa.

Master’s graduate Mr Sthembiso Phoswa has produced a thought-provoking dissertation titled: “Cohesive Living: Exploring the Value of Ubuntu Among Students Staying in Residences at a University in KwaZulu-Natal, South Africa”.

Supervised by Dr Sibonisile Zibane, Phoswa’s study explores the vital role Ubuntu plays in fostering connection, respect and shared responsibility among students living in university residences.

The research reveals how this African philosophy helps shape a sense of community and belonging in campus life. ‘Ubuntu is more than just a concept,’ Phoswa said. ‘It is a lived experience that brings people together and makes residence life more human.’

His study found that simple acts such as sharing food or forming study groups help build strong bonds between students, easing the pressures of academic life and cultural adjustment.

‘The practice of food sharing was a sign that “I see you”,’ he explained. ‘Even when students didn’t have much, they made sure no one slept on an empty stomach.’

As a house committee member, Phoswa helped initiate a food-sharing programme that embodied the spirit of Ubuntu.

‘We saw how difficult things were for some students, especially financially. So, we said, “Let’s not wait for help from outside, let’s help each other first.”’ That sense of collective care extended into academic life, where students organically formed support networks.

‘Study groups were a space not only to learn but to be understood, it’s where we could speak freely and encourage each other without judgement,’ he said.

Phoswa believes that Ubuntu can be a cornerstone of student development.

He recommends integrating it into orientation programmes and residence leadership training, also advocating for more Afrocentric leadership models rooted in students’ lived experiences. ‘When you introduce Ubuntu early, it changes how students see each other. It’s not just about coexisting - it’s about co-living.’

‘When leadership is rooted in who we are, it becomes real and relatable. Afrocentric leadership reflects the realities and values of African students - it connects on a deeper level,’ he adds.

Multilingualism, too, emerged as a key theme. ‘Speaking to someone in their own language changes everything. It creates warmth and trust,’ he noted. For Phoswa, language is not just a communication tool but a cultural connector that deepens the values of Ubuntu within diverse student populations.

Phoswa is proudly affiliated with the Ma’at Institute at UKZN’s College of Humanities, an African-centred psychosocial support initiative that underpins much of his academic and professional work.

Now working towards his PhD, Phoswa’s research continues to explore the intricate connections between ancestral calling and cultural identity within township high schools in KwaZulu-Natal. His vision of university life, shaped by research and lived experience, draws on compassion, collaboration and community as daily practice - with a reminder that Ubuntu still lives in the small acts that make us human.

‘I give thanks to my ancestors for their continuous guidance throughout this journey. Thokozani! Camagu! Lesedi!’

Words: Rakshika Sibran

Photograph: Sethu Dlamini

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Health Communication Approaches

UKZN staff member, Dr Nompumelelo Gumede, celebrates her PhD examining local interpretations of COVID-19 communication and their influence on risk perception and self-efficacy.

Using her years of experience as a practitioner and researcher in the field of health communication, Dr Nompumelelo Gumede identified a research gap during COVID-19 when she observed the top-down communication approaches used during the pandemic - an approach that had previously proven ineffective in the fight against HIV.

Inspired to investigate ways in which community voices could be foregrounded in participatory pandemic communication for better health outcomes, she undertook her PhD thesis on “Local Interpretations of COVID-19 Communication and their Influence on Risk Perception and Self-efficacy in Rural, Township and Informal Settlement Communities: A Case Study in KwaZulu-Natal”.

‘My study investigated local interpretations of the dominant COVID-19 messages to determine how they influence perceived risk and self-efficacy related to COVID-19 in densely populated informal settlements, rural and township communities in eThekwini Municipality,’ Gumede said. It also explored social, cultural and structural factors that influence behaviours related to COVID-19 prevention in these communities with the aim of identifying not only the negative factors, but also those that are positive and existential and that can form the basis for a more participatory and community-driven response to pandemic communication.

Her novel study revealed how the government’s top-down communication approach to COVID-19 largely had a negative impact on communities in all three research sites.

Gumede revealed: ‘Participants showed a high level of distrust in government communication regarding COVID-19 prevention, leading to conspiracy theories and misinformation that influenced their decision-making around prevention measures.’

Participants also expressed frustration that government-regulated precautions prevented them from expressing their cultural value of Ubuntu, particularly in supporting neighbours and relatives who had tested positive for COVID-19.

Findings also showed that participants often rejected government guidelines, opting instead to use herbal remedies when infected, due to a perception that more people died in hospitals than at home. Personal networks of family and friends were more trusted for relaying prevention communication than the government, scientists or popular influencers.

Based on her findings, Gumede recommends that pandemic preparedness policies or Risk Communication and Community Engagement (RCCE) plans prioritise the role of culture in influencing health decision-making at the community level. ‘For the meaningful and participatory engagement of communities at a more granular level, we must ensure that their voices are amplified in pandemic communication responses,’ she stated.

Gumede recounted that one of her biggest challenges was contracting COVID-19 twice during her research. ‘I got quite sick the first time, but I fought back and recovered,’ she said. Her mother was also hospitalised but ultimately recovered. ‘I am very proud that she will experience seeing her daughter graduate with a PhD,’ she added.

Despite the hardships, Gumede’s studies were marked by significant highlights. During her PhD journey, she was invited to contribute a chapter to an internationally edited book, participated in a round-table discussion at Loughborough University in London, and published two book chapters and two peer-reviewed journal articles. She also presented her findings at two international conferences.

‘I was able to achieve these milestones thanks to my supervisor, Professor Eliza Govender, who opened many doors for me. Prof Govender was very supportive and provided valuable guidance throughout my studies,’ said Gumede.

Keeping her motivated was the fact that she would be the first in her family to graduate with a PhD. Her husband, a PhD holder himself, provided constant support and motivation. Her mother, a retired primary school teacher, also offered immense support through prayer. ‘For both my mother and my husband, my message is one of immense gratitude. I am forever grateful to God for them,’ she said.

‘I am elated at this achievement. It’s been my dream for all my life. Accomplishing it is a great source of joy. My focus is on paying it forward through mentoring and supporting other women that aspire towards achieving a PhD. I want to do this in academia and in my private capacity,’ said Gumede.

Born and raised in Umlazi in a Christian home, Gumede’s life has been influenced by Christian values and a strong faith in God. ‘I give God credit for all my successes thus far.’

Words: Jennene Naidu

Photograph: Sethu Dlamini

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Study on Teachers’ Perceptions of Learners’ Intelligence

Ms Happy Majola undertook a systematic review of teachers’ perceptions of learners’ intelligence in relation to gender, age, and cultural differences for her master’s degree.

Ms Happy Majola has graduated with a master’s degree. Over the course of her teaching career, she has taught in diverse settings - including therapy centres for learners with disabilities, and later in rural schools.

These experiences motivated her to pursue further studies in special educational needs and psychology. She currently works as a senior education specialist within the Special Needs Education Services Directorate in the uMgungundlovu District Office.

Majola’s research, titled “A Systematic Review of Teachers’ Perceptions of Learners’ Intelligence in Relation to Gender, Age, and Cultural Differences”, employed two methodological strategies: the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA), and the Population, Intervention, Comparison, Outcome (PICO) data search strategy.

Explaining her process, Majola said: ‘I used these strategies to collect and synthesise data qualitatively to answer the key questions of my research, and to extract and collate the findings, I then used a qualitative thematic synthesis.’

Her research explored two key theories of intelligence - the Implicit Theory of Intelligence (ITI) and the Multiple Intelligences Theory (MI) - to investigate: (1) gender differences in intelligence; (2) teachers’ perceptions of intelligence in relation to age; and (3) cultural influences perceived by teachers as contributing to learners’ intelligence.

The study is underpinned by Vygotsky’s sociocultural theory of cognitive development (1978), which emphasises the influence of a child’s cultural context on their development (Berk, 2017). Vygotsky’s theory is pivotal in understanding children’s cognition as it highlights the transmission of culture across generations through meaningful dialogue (Berk, 2017). Moreover, Vygotsky stressed that for cognitive development to occur, children need guidance and support from parents, teachers, and peers through mediated learning experiences (Daneshfar & Moharami, 2018).

Majola’s findings revealed that teachers’ perceptions of learners’ intelligence are influenced by age, gender and cultural background.

‘I found that teachers hold two types of mindsets that influence their perceptions of learners’ intelligence - known as implicit theories of intelligence: the incremental mindset and the entity mindset.

‘Teachers with an incremental mindset view intelligence as malleable - something that can develop over time and be influenced by environmental factors. Those with an entity mindset believe intelligence is fixed and innate, with little or no capacity for change,’ she said.

Majola revealed that there is a shortage of data and studies that investigate teachers’ perceptions in the field of intelligence, particularly in relation to scholars on the African continent. ‘This made my study and research process much more challenging. In fact, in South Africa there is only one study that was conducted in 2006 also emanating from UKZN’.

However, she noted that while the lack of research is unfortunate, it creates a critical knowledge gap. ‘Perhaps researchers on the African continent should double their efforts to conduct studies focusing on teachers’ perceptions of intelligence,’ she challenged.

Reflecting on her time at UKZN, Majola expressed gratitude for achieving her final academic goal of studying Psychology. She was also selected for an educational psychology internship through the UKZN Discipline of Psychology at the Child and Family Centre. ‘I learnt a lot under their supervision - especially from the senior psychologist,’ she said.

Majola also credits her vast support network for her success. ‘All of this would not have been possible without my supervisor Dr James Munnik who supported and guided me through. I am eternally grateful to him for expanding my horizon, knowledge, and understanding of academic writing.’

As a devout Christian, Majola thanked God for being her pillar of strength when she lost hope. She also thanked her family and friends for their unwavering support.

Majola is currently completing her educational psychology internship and plans to write her board exam in June 2025.

‘When I qualify as an educational psychologist, I will use the skills I’ve gained at UKZN to support learners and children who experience barriers to learning and development,’ she said.

Words: Jennene Naidu

Photograph: Sethu Dlamini

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