School of Education

Relebohile Moletsane

Relebohile Moletsane


John Langalibalele Dube Chair in Rural Education, Professor


Education and Development


Contact Number



Office Address


Degree Held

  • PhD


Current: September 1, 2010- University of KwaZulu-Natal
Professor and JL Dube Chair in Rural Education;
2008- July 2010 Human Sciences Research CouncilDirector: Gender and Development Unit
2005-2007 University of KwaZulu-Natal Deputy Dean (Post-Graduate Studies and Research)


  • 2012 Winner: Distinguished Women in Science: Social Sciences and Humanities Award (South African National Department of Science and Technology)
  • 2014: Echidna Global Scholar, Centre for Universal Education, Brookings Institution, Washington DC.
  • 2015: Aspen New Voices Fellow, Aspen Institute, Washington, DC.

Research Interests

  • Rurality, Gender, Sexuality, Sexual Violence and Participatory Visual Methods

Teaching Interests

  • Rural Education; Education and Development; Curriculum Studies; Gender and Education


  • Supervised over 50 students at Honours; Masters and PhD levels


  • Pini, B., Moletsane, R. and Mills, M. (Eds). (2016). Education and the Global Rural: Feminist perspectives. London and New York: Routledge.
  • Mitchell, C., de Lange, N. and Moletsane, R. (in press). Participatory Visual Methodologies: Social Change through Community and Policy Dialogue. London: SAGE.
  • Mitchell, C. and Moletsane, R. (Eds.). (forthcoming). Youth Engagement Through the Arts and Visual Practices:  Addressing Sexual Violence. Rotterdam: Sense Publishers (under contract)
  • Pini, B. Moletsane, R. and Mills, M. (2014). Education and the Global Rural: Feminist Perspectives. Gender and Education, 26 (5), 453-464.
  • Mitchell, C., de Lange, N and Moletsane, R. (2014). Me and my cellphone: Constructing change from the inside through cellphilms and participatory video in a rural community. AREA, 2014, doi: 10.1111/area.12142
  • Moletsane, R., Juan, A., Prinsloo, C and Reddy, V. (2015). Managing Teacher Leave and Absence in South African Rural Schools: Implications for Supporting Schools in Contexts of Multiple Deprivation. Educational Management Administration & Leadership, 43 (3), 386–399.
  • Maringe, F. and Moletsane, R. (2015). Leading schools in circumstances of multiple deprivation in South Africa: conceptual and contextual dimensions. Educational Management Administration & Leadership, 43 (3), 347–362.
  • Ngidi, N.D. and Moletsane, R. (2015). Using transformative pedagogies for the prevention of gender-based violence: Reflections from a secondary school-based Intervention. Agenda: Empowering women for gender equity, 29 (3), 66-78.
  • De Lange, N., Mitchell, C., and Moletsane, R. (2015). Critical Perspectives on Digital Spaces in Educational Research. Perspectives in Education, 33 (4), 1-5.
  • De Lange, N., Moletsane, R. and Mitchell, C. (2015). Seeing how it works: A visual essay about critical and transformative research in education. Perspectives in Education, 33 (4), 151-176.
  • Moletsane, R. (2015). Whose Knowledge is It? Towards Reordering Knowledge Production and Dissemination in the Global South. Educational Research for Social Change (ERSC), 4 (2), 35-47.
  • De Lange, N., Mitchell, C., & Moletsane, R. (2015). Girl-led strategies to address campus safety: Creating action briefs for dialogue with policy makers. Agenda29(3), 118-127.
  • Moletsane, R., Haysom, L. & Reddy, V. (2015). Knowledge Production, Critique and Peer Review in Feminist Publishing: Reflections from Agenda. Critical ArtsA Journal of South-North Cultural and Media Studies, 29 (6), 766-784.
  • Treffry-Goatley, A., R. Lessells, P. Sykes, T. Bärnighausen, T. de Oliveira, R Moletsane and J. Seeley. (2015). Digital stories from rural South Africa: Personal accounts of art adherence from a community of high HIV prevalence. PLoS ONE 11 (2): e0148801. doi:10.1371/journal.pone.0148801
  • Treffry-Goatley, A., Lessells, R., Sykes, P., Bärnighausen, T., de Oliveira, T., Moletsane, R. and Seeley, J. (2016). Understanding Specific Contexts of Antiretroviral Therapy Adherence in Rural South Africa: A Thematic Analysis of Digital Stories from a Community with High HIV Prevalence. PLoS ONE, 11(2): e0148801. doi:10.1371/journal.pone.0148801.
  • Treffry-Goatley, A., Wiebesiek, L, Larkin, R. Ngcobo, N and Moletsane, R. (2016). Ethics of community based participatory research in rural South Africa: Gender violence through the eyes of girls. Learning Landscapes. Special Issue: Linking Education and Community: Present and Future Possibilities. Vol 10 (1): 341-361.
  • Treffry-Goatley, A., Wiebesiek, L., Moletsane, R and de Lange, N. (in Press) Technologies of non-violence? The ethics of participatory visual research in the context of gender based violence in South Africa and Canada. Girlhood Studies Journal. Special Issue: Ethical considerations of using participatory visual research to explore youth perceptions of gender based violence in rural South Africa
  • Moletsane, R., Mitchell, C. and Lewin, T. (2015). Gender violence, teenage pregnancy and gender equity policy in South Africa: privileging the voices of women and girls through participatory visual methods. In J. Parkes (Ed.). Gender Violence in Poverty ContextsLondon and New York: Taylor and Francis.
  • Pithouse-Morgan, K. N. Muthukrishna, D Pillay, L. Van Laren, T. Chisanga, T. Meyiwa, R. Moletsane, R. I. Naicker, L. Singh and J. Stuart (2015).  Learning about Co-Flexivity in a Transdisciplinary Self-Study Research Supervision Community. In Pithouse-Morgan, K. and A.P. Samaras (Eds). Polyvocal Professional Learning through Self-Study Research. Rotterdam: Sense Publishers.
  • Mitchell, C., De Lange, N. and Moletsane, R. (2016). Poetry in a pocket: The Cellphilms of South African Women Teachers and the Poetics of the Everyday. In MacEntee, K. C. Burkholder and J. Schwab-Cartas (Eds.).  What’s a Cellphim? Integrating Mobile Phone Technology into Participatory Visual Research and Activism. Rotterdam: Sense Publishers, pp19-34.
  • Mitchell, C., de Lange, N & Moletsane, R. (2017). Girls and young women addressing sexual violence in South Africa: A study of ‘gender activism in the making’. In Oinas, E. H Onodera andL.  Suurpaa (Eds). What Politics? Youth and Political Engagement in Contemporary Africa. Leiden: Koninklijke Brill NV 
  • Co-PI (with Claudia Mitchell). Networks for change and well-being: Girl-led ‘from the ground up’ policy-making in addressing sexual violence in Canada and South Africa. Funded by IDRC and SSHRC. (2014-2020).
  • PI: Education and Emancipation: A critical, intervention-oriented investigation of obstacles and opportunities within the higher-education-and-training sector in South Africa. National Skills Fund:  DHET Capacity Development Grant (2014-2017). 
  • PI: Facilitating Access to Sexual and Reproductive Health Knowledge and Promoting Access to Post-Secondary Education Among Rural Secondary School Learners in KwaZulu-Natal, South Africa. New Venture Fund (2015-2017).
  • Co-PI (with Katja Gillaner Gàdin): Intersections of rurality and gender in relation to violence against girls and young women: An urgent matter in relation to health inequalities in South Africa and Sweden (T-GRAN): SAMRC and FORTE (Sweden): (2016-2019).
  • PI: The Fit-for-Purpose Collaborative Postgraduate Training Network. NRF (2017-2019)
  • Sub-Recipient Co-PI with Dr Daya Moodley, NMSM (PI: Allison Groves, Drexel University, USA): Re-enrolling young South African mothers in school as a social vaccine against HIV transmission. 2016-2018. 

Community Involvement

  • 2012- Member: Dira Sengwe Conferences.
  • May 2014: Member of Review Panel (Review of the NRF IKS Funding Instrument)
  • 2016-17: Member of Inter Ministerial Task Team on Evaluation of Textbooks and LTSM , Department of Basic Education.
  • 2016 -17: Member of the High Level Panel on “Assessment of Key Legislation and Acceleration of Fundamental Change
  • 2016: Chair: Research Team: Developing a Rural Education Framework, Department of Basic Education