Degrees Held
- PhD (Educational Psychology) University of the Free State [2015].
- MEd (Educational Psychology) UKZN – Durban Westville [2004]
- Bachelor of Art (BA) (Psychology & Communication) UNISA [2000].
- Higher Diploma in Education University of Natal (HDE) [1996]
- Further Diploma in Education University of Natal (FDE) [1998]
- Primary Teachers Diploma in Education (PTD)- Indumiso College of Education [1988]
Profile
Teaching Experience
Accomplishments
Teaching Experience
- Senior Lecturer : 2020 –date
- Lecturer : 2010 – 2020
- Head of Department (HOD) : 2000 – 2010
- UKZN Tutor & Marker : 2006 – 2010
- Acting Principal : 2007 – 2009
- Teacher : 1988 -1991
Accomplishments
- Participate in international and national research projects.
- Graduating with Masters and PhD in Psychology of Education.
- Participate in national and international conferences.
Research Interests:
- Inclusive education and CSE
- Context-specific psychosocial challenges in adolescence in the 21st century
- Environmental and healthy lifestyles
- Career development and career choices
Research Teaching:
- BEd Undergraduate teaching
- Post-graduate teaching: Post Graduate Certificate in Education (PGCE)
- Post-graduate: BEd Honours
Internal and External Examination and Moderation Hons & Masters Dissertation and PhD Thesis
- UKZN
- UNISA
- WITS
- UniZulu
- UFS
- Embury College
Publications
Journal Articles
Chapters in Books
Conference Presentations
Journal Articles
- Jarvis J., & Mthiyane, N.P. (2024). Exploring Gender-Based Violence in a Higher Education Institution using Empathetic-Reflective-Dialogical Restorying. (Submitted to The Independent Journal of Teaching and Learning (IJTL).
- Ncamisile P. Mthiyane & Janet Jarvis (2024). International engagement: Exploring best teaching practices in two different geographical contexts. Critical Studies in Teaching and Learning Studies Journal, 12, (1)DOI: 10.14426/cristal.v12i1.2080
- Janet Jarvis, Eva Mila Lindhardt, Ncamisile P. Mthiyane & Olav Christian Ruus (2024). Trusting one another as we move forward collaboratively for transformed teaching praxis. Journal of Educational Studies, 23(1) 76-95. https://doi.org/10.59915/jes.2024.23.1.4
- Eustina Mudhumo & Ncamisile P. Mthiyane (2023). Comprehensive Sexuality Education in Rural Ecologies: An Asset-Based Approach. American Journal of Sexuality Education, DOI: 10.1080/15546128.2022.2111011
- Mthiyane N.P., Malema, D.R., & Madonda, N.P. (2023). Promoting the Well-Being of Supervisors for Sustainable Early Childhood Development in an Informal Settlement. Educational Research for Social Change, 12 (1). DOI: 10.17159/2221-4070/2023/v12i1a5
- Mthiyane, N. P. (Re)claiming opportunities for sustainable psychosocial wellbeing: Collaborative voices of orphaned pre-service teachers in a Higher Education Institution (Submitted 2023 and under review)
- Jarvis J., & Mthiyane, N.P. (2022). Using empathetic-reflective-dialogical re-storying as a teaching-learning strategy to confront xenophobic attitudes in a context of Higher Education, Journal of Education, (8). https://doi.org/10.17159/2520-9868/i88a07
- Mthiyane Ncamisile P., & Mbele, Sanelisiwe. (2021). “Are We Strangers in a Strange Context?”: Schooling Experiences that Influence Immigrant Learners’ Social Wellbeing in a Multilingual Primary School. Journal of Educational Studies, 20 (1)
- Lunga, P., Koen, M., Mthiyane, N. P. (2021). School and the Community: Managing Disruptive Learner Behaviour in Rural Learning Ecologies. Perspectives in Education, 39, 72-88.
- Janet Jarvis, Eva Mila Lindhardt, Ncamisile P. Mthiyane & Olav Christian Ruus (2021). Empathetic-reflective-dialogical restorying as a teaching-learning strategy in teacher education, Journal of Education for Teaching, DOI: 10.1080/02607476.2021.1992251 https://doi.org/10.1080/02607476.2021.1992251
- Jarvis, J. & Mthiyane, N.P. (2019). Exploring religious and cultural identities and the right to bodily self-determination in a South African Higher Education context. The African Journal of Gender and Religion 25 (1), 45 – 68.
- Jarvis, J. & Mthiyane, N.P. (2018). Conversing at the intersection: religious identity and the human right to gender equality in a South African teacher education context. Alternation. Special Edition, 23, 60 -83.
- Jarvis, J., Mthiyane, N.P., Lindhardt, E.M. & Ruus, O.C. (2018). Which Right is right? An exploration of the intersection between religious identity and the human right to gender equality in two different teacher education contexts: South Africa and Norway. Journal of Religion and Society, 20, 1 – 20.
- Mthiyane, Ncamisile P. (2014). Co-operative learning as an innovative strategy in the teaching of Life Orientation Education: a case of PGCE pre-service students. Alternations Journal 21,1 (2014) 137 – 152 ISSN 1023-1757
- Mthiyane, Ncamisile P. (2012). Setting silences to speak: towards critical consciousness of adolescent orphans. Journal for New Generations Sciences (JNGS) 2012 Volume 10 No. 1.
Chapters in Books
- Ncamisile P. Mthiyane, Zanele Heavy-Girl Dube-Xaba, Maserole Christina Kgari-Masondo, and Fumane P. Khanare (2019). (UN)trapped? Transformative voices of four black female ‘novice’ academics in a South African higher education institution. In Chaunda L. Scott and Eunice N. Ivala: Transformation of Higher Education Institutions in Post-Apartheid South Africa. New York, (NY): Routledge: Taylor & Francis.
Conference Presentations
- 1st World Education Research Association -International Research Network (WERA-IRN) Virtual Symposium -31 July 2020, hosted by the University of the Free State School of Education Studies. Theme: “The rise of Asset-Based Approaches: The experiences of previously marginalised women in a (trans) forming Higher Education in Africa”.
- 12th Annual Southern African-Nordic Centre (SANORD) Conference 11– 13 September 2019 at the University of Botswana (Botswana).Theme: “Role of Higher Education and Research institutions in forging sustainable livelihoods”. Paper co-presented: Internationalization for restorying: crossing contextual and disciplinary boundaries for best teaching practice & “Paper co-presented: Transformative discourses of Norwegian teacher students in South African schools: An intercultural competence development.
- SACHES Annual Conference. Roof of Africa Hotel and Conference Centre, Windhoek, Namibia, Tuesday, 29 – Thursday, 31 October 2019. Theme: “Comparative Education and Research to enhance quality, relevance and equity in Education”. Paper presented: Postgraduate students’ collaborative and transformative discourses of cultural competent teachers for sustainable learning: A visual participatory study.
- 11th Annual Southern African-Nordic Centre (SANORD) Conference, University of Jyväskylä, in Finland. The theme of the conference: “Academic Citizenship Recognition, Resilience or Resistance?” Paper co-presented: Pre-service teachers in South Africa and Norway: An exploration of the intersection between worldviews and the human right to gender equality in two different teacher education contexts.
- 2017-HEAIDS CONFERENCE. Durban International Convention Centre- Higher Education and Training I HIV/AIDS Programme. Theme: “Ukuhlonyiswa Kwabasha – Empowering our youth in South Africa”. I 9 – 11 June 2017I. Paper presented: University teaching and students’ wellbeing in a HIV/AIDS context: towards a citizenship lens.
- SACHES Annual Conference 2017 New Fairmount Hotel and Casino, Livingstone, Zambia, Tuesday, 25 to Thursday, 27 July 2017 I Theme “Globalization in Education and Local Development?” – Paper co-presented: Alternative Frames: University students’ perspectives on using Photo-voice as a pedagogical tool & Drawing a ‘great’ teacher: Multiple perspectives of postgraduate student teachers.
- SANORD International Conference. National University of Science and Technology. ” Elephant Hills Resort, Victoria Falls Zimbabwe. 28 Nov- 1 Dec 2017. Theme: “The role of universities in Research and Technology transfer to improve the livelihoods in Southern Africa”. Paper co-presented: Which Right is right?: An exploration of the intersection between worldview/religious identity and Human Rights in two different Religion Education Higher Education classroom contexts.
- The 16th BOLESWANA Biennial Educational Symposium Conference- University of Botswana, Gaborone, Botswana – July 12-14, 2016. Theme: “Improving Education Quality and Standards through Research:Post-2015 Opportunities and Challenges” Paper presented: Utilising drawings and reflective practice as a pedagogical tool in the teaching of psychosocial issues in a Life Orientation class: pre-service students’ perspectives”
- 2013-2020 16th; 17th; 18th; 19th, 20th, 21st, 22nd, 23rd, ANNUAL AFRICAN RENAISSANCE CONFERENCE 25- 26 May | 08h00-16h00 | Inkosi Albert Luthuli ICC, Durban 2020 – 23rd, ANNUAL AFRICAN RENAISSANCE CONFERENCE (ONLINE)
- South African Basic Education Conference – Durban International Convention Centre, KwaZulu-Natal. 2- 4 April 2012. Theme: “Opening the doors to Quality Education for All”. Paper presented: Experiences of teaching in multi-grade classes: a case of four farm/rural schools in KwaZulu-Natal Midlands.
- Sixth Annual University Teaching & Learning Conference- Denis Shepstone Building, Howard College Campus, Durban, UKZN Hosted by the University Teaching and Learning Office (UTLO) 25 – 27 September 2012. Paper presented: Integrating visual participatory methods in Social Science Education: university students’ experiences.
- 1St & 2nd (2011 & 2012) Sustainable Rural Learning Ecologies (SURLEC) Colloquium: University of the Free State, Qwaqwa Campus, 1-4 October 2012 and 24-26 -November 2011 Paper presented: Chronicles of experiences of orphaned students at a higher education institution (HEI).
- 2nd Research Colloquium: Theme: Education for Social Justice. University of the Free State, Bloemfontein: 29-30 September 2010. Paper presented: Setting silences to speak: towards critical consciousness of adolescent orphans. And
- 2nd Research Colloquium: Theme: “Education for Social Justice”. University of the Free State, Bloemfontein – 29-30 September 2010. Paper presented: “Seen and heard”: Lived experiences of orphaned and vulnerable learners in rural KwaZulu-Natal.
Student Supervision
Hons IRP
Maters
PhD
Hons IRP
- Bongani C. Mdletshe (207523469). Exploring the experiences of Life Orientation teachers of teaching of HIV and AIDS and Sexuality Education.
- Shanaz Gordan (208512408). Exploring teacher’s perceptions of Physical Education within the Life Orientation curriculum.
- Renishma Dathoo [219054172] [2023]. Addressing Sexuality Education within the Life Orientation curriculum for the well-being of learners.
- Aneesa Nathu (223035262) [2023]. Life Orientation teachers’ experiences of teaching Human trafficking issues on within the curriculum.
- Anele Mjoli (219045121). [2023]. Addressing adolescent sexual health practices within the Life Orientation.
Maters
- Nonhlanhla Nestar Mthalane (982231040) [2024]. Psychosocial support for the wellbeing of teachers and learners in a rural learning context.
- Lungisa Dludla (203514000) [2024]. Enhancing the provision of learners’ psychosocial support service in selected public school in Umlazi district.
- Keiasha Harisingh (220113443) [2024]. Experiences of adolescents transitioning into blended families from a selected school in KwaZulu-Natal.
- Sindisiwe Lungelo Xulu (210527012) – [2023]. The contextualpsychosocial challenges of adolescent learners in an informal settlement.
- Euphemia Nonhlanhla Makhanya (206519879) [2023]. Identity reconstruction of Black African learners in a Muslim Primary School.
- Duma Ntombikayise Protasia [206520169]. [2021]. The role of parental involvement in the psychosocial development of adolescent learners.
- Makhosazana Gugu Jiyane (216 074 157). [2019] An exploration of perspectives of Foundation Phase teachers of gifted learners in two schools in ILembe District
- Sanelisiwe M. Mbhele (2016). Schooling experiences of immigrant learners in a multilingual primary school.
- Zaheera Bibi Hoosen (212558676). [2016]. Exploring experiences and practices of teachers, in the implementation of Inclusive Education: a case of one full-service school in the UMgungundlovu district.
- Qurisha Maharaj: (210521361) [2016]. An Exploration of Grade 10 Rural High School learners’ and teachers’ experiences of career Guidance and Counselling within Life Orientation Education
- Cele Phindile (223139974). 2024-2025. Psychosocial support for learners with special needs in Early Childhood Education in an informal settlement.
- Pretty Sibiya (211556093). 2024-2025. Promoting the mental health and wellbeing for Early Childhood Education teachers in an informal settlement.
- Latha-Mtungwa Nosihle (222049112). 2024 – 2025. Promoting teachers’ mental health and wellbeing for sustainable learning in one selected TVET college.
- Makhanya Silindile (219077572). 2024 – 2025. Teachers’ practices of anti-bullying strategies for sustainable Early Childhood Education in an informal settlement.
- Makhatha Nikholwe. (2024 – 2025). Enabling environments for psychosocial support of students in a TVET college.
- Mnguni Lethukuthula (217020268). Promoting psychosocial wellbeing of adolescent learners in low resource contexts.
- Sanelisiwe Mildred Mbhele. Exploring schooling experiences of immigrant learners in a multilingual primary school. Graduated in April 2017
- Ms Qurisha Maharaj (210521361). Exploration of Grade 10 Rural High School learners’ and teachers’ experiences of career Guidance and Counselling within Life Orientation Education. Graduated in April 2017
- Zaheera Bibi Hoosen (212558676). Exploring experiences and practices of teachers, in the implementation of Inclusive Education: a case of one full-service school in the UMgungundlovu district. Graduated in April 2017
- Makhosazana Gugulethu Jiyane (216 074 157). An exploration of perspectives of Foundation Phase teachers of gifted learners in two schools in ILembe District. Graduated in September 2019.
- Ntombikayise Protasia Duma (206520169). The role of parental involvement in the psychosocial development of adolescent learners in two secondary schools. Graduated in April 2020
PhD
- Sibongile Chili (200201591).2023 -2026. Promotion of Culturally responsive pedagogy for Sustainable Early Childhood Care and Education in an informal settlement.
- Ntokozo Mulovhedzi (215080258). 2023-2026. Practitioners’ behaviour management practices in enhancing children’s psychosocial wellbeing in Early Childhood Care and Education in an informal settlement.
- Siphelele Fortunate Khanyase (213533689). 2023-2026. Inclusive pedagogy for sustainable learning in Special Educational Needs Schools: A Participatory Action Research Study.
- Phindile Hlubi (925349728).2023-2026. Enhancing the Community-based Early Childhood Development Sector for Sustainable Learning in Informal Settlements.
- Johan Harold Dirk van Schalkwyk (224174712).2024-2027. Psycho-social support for sustainable well-being of teenage mothers in rural secondary schools – A Capability Approach
- Eustinah Mudhumo (218076157) – [2022]. Comprehensive Sexuality Education for sustainable learning in rural ecologies
- Andrew H. Chipato (218 085 865) – [2022]. Health Education promotion for sustainable learning in Zimbabwean rural ecologies.
- Wynfredie Manyeruke [218 074 052]- (2022). Inclusive education for sustainable learning: A case in a Zimbabwean rural school context.
- Sinikiwe Sanelisiwe Bhengu (208 502 764). Promoting reading literacy for sustainable learning through supportive home environments. Graduated 2019
- Prosper Lunga (218 068 154). A collaborative framework for enhancing sustainable learning for learners with disruptive behaviours in a rural school context. Graduated 2021.
- Patience Furayi Hlanga (217 082 122). Parental engagement for enhancing sustainable learning in rural primary schools. (Submitted for Examination – corrections 2021)
Community Involvement
Recognition of the Contribution to FET learners from Saturday School (Edgewood Campus) on Careers and career choices.