Degrees Held
- PhD (Psychology of Education), University of the Free State, 2003
- MA (Higher Education Studies), University of the Free State, 2008
- MEd (Psychology of Education), University of the Free Sate, 1998
- BEd, University of the Free State, 1996
- BAEd, University of the North (Qwaqwa Branch), 1992
NRF Rating
- C2, 2022-2027
Experience
- August 1, 2020-Full Professor, University of KwaZulu-Natal
- April 1, 2017-Associate Professor, University of KwaZulu-Natal
- 2004- March 2017-Senior Lecturer, University of the Free State
- 2010-2016-Assistant Dean, University of the Free State
Awards
- 2016 Prolific Researcher in the Faculty of Education Award
- 2014 & 2016 Vice-Rector’s Community-Engaged Research Award
Research Interests
- Community Engagement
- Inclusive Education
- Rural Education
Teaching Interests
- Inclusive Education: Theory and Practice
- Children’s vulnerabilities
- Critical Educational Psychology
- Subjectivity and identity
- Critical pedagogy and social justice education
Selected Publications
Journal Articles
- Msimanga M & Hlalele D 2021. Critical Emancipatory Research Paradigm: Undoing Hierarchies in the Research Process. International Journal of Interdisciplinary Educational Studies, 16(2): 177-189.
- Kanyopa TJ & Hlalele DJ 2021. The Learning Experiences of Learners Transitioning from Rural and Township Schools to ex-Model C Schools. The Independent Journal of Teaching and Learning, 16(1): 96-114.
- Hlalele D 2021. Crests and Troughs in Inclusion: Narratives expressions of a Black Teacher in Independent Schools. Multidisciplinary Journal of Educational Research, 11(2): 102-127.
- Hlalele D & Mosia M 2020. Teachers’ sense of community in rural learning ecologies. Alternation Journal, 27(2):100-124.
- Dube B, Hlalele D & Malindi M. 2020. Editorial. Alternation Journal, 27(2): 1-13.
- Matsumunyane K & Hlalele D 2020 Sexual diversity and social vulnerability: voices from learners in Lesotho. Gender and Behaviour, 18(2): 15237-15346.
- Hlalele D, Jiyane ZV & Radebe SS 2020. School-based support team members’ understanding of curriculum differentiation and enhancement in rural South Africa: a narrative inquiry. E-BANGI Journal of Social Sciences and Humanities, 17(3):143-156.
- Hlalele D & Mashiya N 2019. Understanding women teacher transnational migration: A narrative inquiry from southern Africa. SAGE Open, July-September: 1-8.
- Matsumunyane K & Hlalele D 2019. Culture, religion and sexual diversity in Lesotho. Journal of Asian and African Studies, 54(4):498-511.
- Hlalele D 2019. Exploring rural university access programme students’ experience of mathematics anxiety in academic settings. Africa Education Review, 16(1):40-57
- Hlalele D 2019. Indigenous knowledge systems and sustainable learning in rural South Africa. Australian and International Journal of Rural Education, 29(1):88-100.
- Hlalele D & Tsotetsi CT 2016. Promoting student teachers’ adaptive capabilities through community engagement. Perspectives in Education, 34(3): 29-42.
- Mukwada G, Le Roux A, Hlalele D & Lombaard C 2016. The Afromontane Research Unit in South Africa. Mountain Research Development, 36(3): 384-386.
- Hlalele D, Manicom D, Preece J & Tsotetsi CT 2015. Strategies and outcomes of involving students in community engagement: an adaptive leadership perspective. Journal of Higher Education in Africa, 13: 169-174.
- Hlalele D & Tsotetsi C 2015. Engaging the community in educational and social amelioration: lessons and prospects. Alternation Special Edition, 16: 141 – 165.
- Hlalele D & Brexa J 2015. Challenging the narrative of gender socialization: digital storytelling as an engaged methodology for the empowerment of girls and young women. Agenda, 29(3): 79-88.
- Shelile LI & Hlalele D 2014. Challenges of continuing professional teacher development in inclusive Lesotho schools. International Journal of Educational Sciences, 7(3): 673-686. (IBSS)
- Lehohla M & Hlalele D 2014. Perceptions of learners without observable disabilities about learning in an inclusive classroom. International Journal of Educational Sciences, 7(3): 687-700.
- Hlalele D & Twala C 2014. ‘My unparalleled experience’: Narratives of study-abroad program participants. The Anthropologist, 18(2): 647-655.
- Hlalele D 2014. Creating sustainable rural learning ecologies: Realities, lessons, and prospects. Journal of Human Ecology, 45(2): 101-110.
Book Chapters
- Mokoena M & Hlalele, D 2021. Thriving school enrichment programs at rural South African schools. In: White S & Downey J. Rural education across the world: Models of innovative practice and impact. (pp. 129-146). Springer, Singapore. https://doi.org/10.1007/978-981-33-6116-4_7.
- Hlalele D 2015. Supporting teachers of refugee children. In: Magano MD & Ramnarain U (eds). Including the excluded: educating the vulnerable for the 21st century. Cape Town: Pearson, pp. 218-232.
Research Projects
- 2017-2019: National Research Foundation Grant-Community Engagement Funding Instrument, Project title: Community engagement in rural contexts: a relational leadership strategy, Grant No: 104869, Principal Investigator, Amount: R1 697 896.00
- 2017-2018: National Research Foundation Grant-Community Engagement Funding Instrument, Project title: Sustainable urban-rural learning connections, Grant no: 104847, Co-investigator, Amount: R337 400.00
- 2015-2016: Afromontane Research Unit Grant- Project title: Navigating vulnerabilities, building resilience and creating sustainable futures for the people of the Afromontane, Principal Investigator, Amount: R38 000.00
- 2014-2016: National Research Foundation Grant- Competitive Support for Unrated Researchers (CSUR), Project title: Sustainable rural learning ecologies, Grant No: 87694, Principal Investigator, Amount: R468 200.00
- 2013-2014: National Research Foundation Grant- Community Engagement Funding Instrument (UKZN/UFS partnership), Project title: Adaptive leadership for community engagement and service learning, Grant No: 82616. Co-Investigator, Amount: R215 295.00
Community Involvement
- Provides regular commentary on educational issues to LesediFM listeners on the current affairs programmes (LesediFM has 4 million listeners)
- Chair: Human and Social Sciences Research Ethics Committee
- 2016 Member: Research Team, Developing a Rural Education Framework, Department of Basic Education
- 2017 Member: Research Team, Developing National Standards for Inclusive Teaching, Department of Higher Education and Training and British Council
Student Supervision
Doctoral
I have successfully graduated twenty six doctoral students
- Paragoo S, 2017-2021. “Flipping the classroom for engaged learning: A critical analysis”. Promoter.
- Jiyane ZV, 2017-2021. “Social inclusion for sustainable learning of children with autism”. Promoter.
- Joseph EE, 2018-2021. “Menstrual health management for sustainable learning in Nigerian rural ecologies”. Promoter.
- Chigumbu MM, 2014-2020. “A social ecological strategy for sustainable learning for orphaned and vulnerable learners in Zimbabwe”. Promoter.
- Payneeandy VGT, 2014-2021. “Being included? The lived experiences of pre-vocational students in a mainstream school in Mauritius “. Co-Promoter.
- Hlanga PF, 2018-2020. “Parental engagement for enhancing sustainable learning in rural primary schools”. Co-Promoter.
- Mahadew A, 2019-2021. “An inclusive learning environment in early childhood care and education: A participatory action learning and action research study”. Promoter.
- Lunga P, 2018-2021. “A collaborative framework for enhancing sustainable learning for learners with disruptive behaviour in a rural school context”. Co-Promoter.
- Chidakwa N, 2018-2020. “An asset-based approach to mitigating learner multiple vulnerabilities in a rural learning ecology”. Promoter.
- Buthelezi MM, 2017-2020. “A psychosocial support framework for sustainable learning at a public TVET college”. Promoter.
- Kunene SC, 2017-2020. “A community cultural wealth to enhancing positive discipline in Eswatini schools”. Promoter.
- Bhengu SS, 2017-2019. “Promoting reading literacy for sustainable learning through supportive home environments”. Promoter.
- Mbambo SI, 2017-2019. “A collaborative framework for enhancing sustainable learning for vulnerable learners in a rural ecology”. Promoter.
- Dare AS, 2017-2019. “A transformative approach to embracing LGBTI communities at a university campus.”. Promoter.
- Matoane T, 2017-2019. “Girl children’s access to sustainable learning in rural ecologies: a Bourdieuian policy and practice analysis”. Promoter.
- Lephoto MNR, 2016-2019. “A relational leadership strategy for enhancing guidance and counselling: towards sustainable learning ecologies”. Promoter.
- Matsumunyane KG, 2017-2018. “Using transformative dialogues to embrace sexual diversity in a rural learning ecology”. Promoter.
- Papashane M, 2015-2018. “Enhancing cohesion and coherence in academic essay writing of senior undergraduate education students”. Promoter.
- Moleko MM, 2016-2017. “A universal design for learning strategy for the teaching of word problems in a multilingual mathematics classroom.”. Promoter.
- Chidarikire M, 2016-2017. “A peer counselling strategy for alleviating drug abuse in Zimbabwean rural learning ecologies”. Promoter.;
- Msimanga MR, 2016-2017. “Teach and assess: an effective teaching and learning strategy in Economic and Management Sciences.”. Promoter.
- Lepheana MA, 2012-2016. “A psychosocial support framework for sustainable learning for learners from child-headed households”. Promoter.
- Khanye AP, 2014-2016. “Reflexively fumbling towards a sustainable career choice in the Humanities.”. Promoter.
- Malebo MA, 2014-2016. “Using resource-based learning to create sustainable learning ecologies in higher education.”. Promoter.
- Mathobela MV, 2014-2015. “Enhancing English Academic literacy programmes for first year university students”. Promoter.
- Myende PE, 2012-2015. “Improving academic performance in a rural school through the use of an asset-based approach as a management strategy”. Co-Promoter.
Masters
I have graduated twenty five masters students.