Notes on Contributors
Aruna Ankiah-Gangadeen
is the Head of School of Arts and Humanities at the Mauritius Institute of Education. She has a specialisation in English, and is involved in teacher education, curriculum development and research. She has participated in the production of the National Curriculum Framework and Teaching and Learning syllabi for primary and secondary levels. She has also coordinated various panels for the writing of English textbooks for these levels over the past few years. Her main research interests include language teaching and learning in a multilingual context; and curriculum, policy and practice.
Lynn Biggs
is a Senior Lecturer in the Department of Mercantile Law in the Faculty of Law, Nelson Mandela University and is also currently the Deputy Dean of the Faculty. Her research focuses inter alia on Labour Law, Franchising Law and Legal Skills. Her involvement in the CHE National Review of the LLB curriculum in 2016 together with her TAU Fellowship 2018/2019 ignited further research interests in curriculum design and legal pedagogy.
Eunice Champion
is a Senor Academic Developer in the Learning and Teaching Collaborative for Success, Nelson Mandela University. Her key responsibility is to contribute in transforming teaching to impact positively on the students’ epistemological access. Previously she worked at the University of Fort Hare as a Student Development Consultant. She obtained Masters in Education at Nelson Mandela University and is currently a candidate for a Doctor of Business Administration in Higher Education Management.
Taryn Isaacs De Vega
is a Media Studies and Media Histories scholar with a passion for Teaching and Learning (T&L) in Higher Education. In her previous role as T&L Project Coordinator at Nelson Mandela University, she engaged with institutional and curriculum transformation. She is currently lecturer in the School of Journalism and Media Studies at Rhodes University and pursuing a PhD in Media Studies at the University of South Africa.
Kehdinga George Fomunyam
is a multiple award winning researcher who started his higher education career in the University of KwaZulu-Natal, 2012, as a tutor and by 2014 he was appointed a Lecturer in the School of Education, where he taught both undergraduate and postgraduate courses. In 2016 he moved to the Higher Education Training and Development Unit within the same university where he focused on training Master’s and PhD students on research skills. He later joined the Durban University of Technology as a Research Fellow. Dr. Kehdinga has published several scientific papers on STEM education, Curriculum Studies, Teaching and Learning, Decolonisation amongst others. He has supervised more than 22 postgraduate students to completion and has published more than 50 peer reviewed research articles. Dr. Kehdinga recently edited the following volumes Decolonising Higher Education in the Era of Globalisation and Internationalisation (Sun Media, 2019) and Theorising STEM Education in the 21st Century (IntechOpen, 2020).
Nadaraj Govender
is an Associate Professor in Science Education at University of KwaZulu-Natal, SA. His research work is based on multi-disciplinarity in science education. He has published in the field of Physics Education, Indigenous Knowledge Systems and ICT in Science Education. He has presented papers at numerous national and international conferences. He is a board member of IOSTE (International Organization of Science and Technology Education) and is the representative for Southern Africa on IOSTE. He has co-authored a chapter in the book Education Studies for Initial Teacher Development (JUTA, 2017).
Angela James
is a partner and mother to four amazing children. She graduated from the University of Pretoria with a PhD in Curriculum and Instructional Design and Development. She has over 30 years teaching experience and over 20 years research in the schooling, tertiary and Adult Education sectors. She currently works as the Academic Leader for Community Engagement and is Senior Lecturer – Science Education in the School of Education, University of KwaZulu-Natal. Her research interests are: research and service-learning for undergraduate students, inquiry-based teaching and learning in the foundation phase and other phases, science curriculum related areas (theory and practice), professional development of teachers – construction and use of phronesis, environmental education, science – race and ethnicity, and Indigenous knowledge systems.
Simon Bheki Khoza
is a Distinguished Teacher and Associate Professor of Education and Curriculum Studies with Educational Technology at the University of KwaZulu-Natal, South Africa. He coordinates different undergraduate and postgraduate programmes, and teaches and supervises postgraduate research in Curriculum studies and Educational Technology. He has graduated more than 80 PhD/MED students and published in local and international journals. His keen interest is on e-learning theories and practices.
Noma China Kubashe
is a senior lecturer in the Clinical Pharmacy and Acting HOD in the Pharmacy Department at Nelson Mandela University. Her area of focus is legislative changes in pharmacy and the possible influence these changes might have had on the profession, consequently, in reshaping the training of future pharmacists. She is co-author of a chapter in Encyclopedia of Pharmacy Practice and Clinical Pharmacy (Academic Press, 2019).
Nehemiah Latolla
is a current PhD (Chemistry) Candidate and Assistant Lecturer at the Nelson Mandela University. His research centres around Natural Product Chemistry towards drug development. As a phytochemist, he interacts with Indigenous Knowledge Systems which has led to his interest and involvement in the transformation of curriculum at both faculty and institutional level at the Nelson Mandela University.
Jacqui Lück
is a Senior Lecturer in the Department of Applied Language Studies in the Faculty of Humanities, Nelson Mandela University and is also currently Acting Deputy Dean of the Faculty. She completed a TAU fellowship in 2019. Her teaching, learning and research intersects with language and curriculum knowledge. She is Deputy Editor of the Southern Africa Applied Linguistics and Linguistics Society (SALALS) Journal.
Dumisa Celumusa Mabuza
is a Lecturer of Consumer Science Education at the University of Eswatini. He coordinates Teaching Practice and teaches and supervises both undergraduate and postgraduate Consumer Science education courses. He has published in international journals and presented papers at IFHE Conferences. His research interest are in Curriculum, Educational Technology and Technical Education.
Simeon Maile
is a research professor in the School of Education at Tshwane University of Technology. He holds a PhD with specialisation in Educational Management. He currently supervises Master’s and Doctoral students. He has presented papers at national and international conferences. He has received institutional, national awards, and international research grants. He has authored and co-authored three books and has edited one volume on issues of poverty in South Africa. He has published widely in national and international journals in the field of Educational Management, Policy Studies, Law of Education.
Suriamurthee Maistry
is a professor in the School of Education of the University of KwaZulu-Natal. He leads “The South African Textbook Research Project” and “The Higher Education Pedagogy Project”. His latest project entitled “Decolonising Postgraduate Supervision” focuses on research supervision practices in the context of decolonisation debates in South Africa.
Makhulu A. Makumane
is a Lecturer in Curriculum Studies, Department of Languages and Social Education at the National University of Lesotho. She coordinates different undergraduate and postgraduate programmes, and teaches and supervises postgraduate research in Languages, Social Education, and Curriculum Studies. She has published in local and international journals. In 2018, she received an award of being a top PhD student.
Zvisinei Moyo
is a post-doctoral fellow in the Department of Educational Leadership and Management in the faculty of Education at the University of Johannesburg. Her current research interests include: education leadership, women in education leadership, feminist research methods, social justice and gender issues. She recently published journal articles from a systematic literature review in women leading and managing education in Zimbabwe.
Cedric Bheki Mpungose
is a Lecturer in Curriculum Studies/Physical Science at the University of KwaZulu-Natal, South Africa. He coordinates different undergraduate and postgraduate programmes, and teaches and supervises postgraduate research in Educational Technology and Curriculum Studies/Physical Science. He has published in local and international journals. He is a 2019–2020 Fulbright research visiting scholar at the University of Denver, Colorado.
Pascal Nadal
is a former Senior Lecturer in English at the Mauritius Institute of Education. He is currently the Deputy Director/Head of Training at the Mauritius Diocesan Service of Catholic Education (SeDEC), which manages a network of 56 primary and secondary schools around the island. Pascal’s research interests are varied, ranging from language and literature didactics to Creolistics and narrative research endeavours. Prior to joining the SeDEC, he also worked as Senior Lecturer/Course Developer at the University of Seychelles.
Blanche Ntombizodwa Ndlovu
is a lecturer in the College of Humanities in Early Childhood Education Discipline. She teaches in both undergraduate and postgraduate programs. She serves in the Teaching and Learning Committee in the School of Education at the University of KwaZulu-Natal. She holds a Junior Primary Teachers Diploma (Mpumalanga College of Education), Higher Diploma in Education (Natal), Bachelor of Arts (University of Zululand), Higher Diploma in Education (University of Natal), Bachelor of Education (KwaZulu-Natal), Masters in Education (University of KwaZulu-Natal) and Ph.D. (University of KwaZulu-Natal). Her research interest is in teacher education. She has presented papers in conferences both nationally and internationally. She has published papers in the field of Early Childhood Education field. She contributed to the Project for Inclusive Early Childhood Care and Education (PIECCE) project and was part of the team that contributed to the Early Childhood Care Education program.
Christopher Ndlovu
is a senior lecturer in the Department of Educational foundations in Lupane State University in Zimbabwe. His research work is based Indigenous Knowledge Systems and its integration into the formal curriculum. He has presented papers at numerous national and international conferences.
Emily Mangwaya Ndlovu
is a senior lecturer Curriculum Studies at Lupane State University in Zimbabwe. Her research interests are: curriculum planning and development, curriculum implementation, curriculum evaluation, curriculum change and innovation, teacher education, teaching methodologies, primary and secondary education, guidance and counselling.
Nellie Ngcongo-James
lectures in Drama Education and is Head of Discipline in Arts Education at the University of KwaZulu-Natal. Her research interest is decolonising the curriculum so as to transform teaching and learning and make it relevant to the current student demographic. Her student-centred plays have won awards for their authenticity and vividly South African content. She is currently writing up her doctoral thesis, which involves creative interpretation of traditional dramatic texts in post-apartheid theatre.
Deirdre Pratt
is semi-retired, and works as a “Researcher in Residence” at the Durban University of Technology, where she supervises master’s and doctoral students and advises the Research and Postgraduate Support Directorate on research procedures, policies and forms. Her specialist research area is systemic modelling, which has generated material for three books: The Systemic Nature of the Research Process (Academic Publishers, 2010), Protocols and Processes: A Case Book of Video Protocol Analyses in Written Composition (Lambert Academic Publishers, 2010); and Modelling Written Communication: A New Systems Approach to Modelling in the Social Sciences (Springer, 2011). She is currently working on a fourth: Scenarios for Learning: An Integrated Approach (Lambert Academic Publishers, forthcoming).
Mukhtar Raban
is a Lecturer in Applied Language Studies and Project Manager for the Humanising Pedagogy Praxis and Research Niche at Nelson Mandela University. He is also a Research Fellow in the Cases on Open Learning Project in the Centre for Innovation in Learning and Teaching at the University of Cape Town. His research interests include pedagogies, learning theories and online learning.
Nolundi Radana
is a lecturer in the Department of Nursing at the Nelson Mandela University. She holds a Doctoral degree in Mental Health. Over the course of her academic career she has worked in different roles including being a Head of undergraduate Programme mentoring of both staff and students. She is passionate about health and mental well-being and has a keen interest curriculum renewal project, transformation and Africanisation of the curriculum and use of innovative teaching strategies.
Makhosazana Edith Shoba
is a lecturer in Curriculum and Education Studies at the School of Education of the University of KwaZulu-Natal, South Africa. Her research focus is on teachers and curriculum. Her work includes coordinating modules and teaching undergraduate and postgraduate students. She teaches history of education, curriculum change and development. She also carries out postgraduate research supervision at both honours and master’s levels. She has also published in local and international journals.
Mahlapahlapana Themane
is a full professor in the Department of Education Studies, in Curriculum Studies. His interests in Curriculum Studies include curriculum theory. His other interests include teacher education for inclusive education, schools as enabling environments and research in South African Higher education. Professor Themane is the chairperson of the School Research Committees and leads a number of research projects.
Molaodi Tshelane
is a Senior Lecturer, teaching practice at the Central University of Technology in the faculty of Humanities in Bloemfontein, Republic of South Africa. He was also discipline co-ordinator in the Faculty of Education at UFS. He has published several research articles in accredited international and South African journals, read numerous papers at educational conferences, written three chapters in academic books. He delivered several keynote addresses at various teacher education forums and conferences.
Denise Zinn
is the former DVC Learning and Teaching and now Adjunct Professor at Nelson Mandela University. Previously she was Executive Dean of the Faculties of Education at Mandela and Fort Hare Universities. Her Master’s and Doctoral degrees from Harvard Graduate School of Education, focussed on teaching, learning and curriculum environments, literacy development, social justice and equity. Her most recent research is on humanising pedagogies. She is the USAf-HELM Women in Leadership Programme Leader.