- 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
- C2, 2022-2027
- 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
- 2016 Prolific Researcher in the Faculty of Education Award
- 2014 & 2016 Vice-Rector’s Community-Engaged Research Award
- Sustainable learning
- Community Engagement
- Inclusive Education
- Rural Education
- Inclusive Education: Theory and Practice
- Children’s vulnerabilities
- Critical Educational Psychology
- Subjectivity and identity
- Critical pedagogy and social justice education
- Educational Psychology
- Mokoena, M & Hlalele D 2022. Rurality, coronavirus disease and sustainable learning in South Africa. Alternation Journal, 29(1): 9-27.
- Chidarikire, M & Hlalele DJ. 2022. School development committees: A vehicle for sustainable inclusive education in Zimbabwean rural primary school. Journal of Educational Studies, 21(2): 164-186.
- Mahadew, A. & Hlalele, D. 2022. Challenging Gender Certainties in Early Childhood Care and Education: A Participatory Action Learning and Action Research Study. Educational Research for Social Change, 11(1): 10-26.
- Matsumunyane K & Hlalele, D 2022. Geographies of becoming: exploring safer spaces for coming out of the closet!, Cogent Social Sciences, 8:1, 2061685, DOI: 10.1080/23311886.2022.206168.
- Hlalele D & Matsumunyane K 2022. Sexual Diversity: Peer and Family Rejection or Acceptance in Lesotho? Journal of Asian and African Studies, 57(4): 635-649.
- Adams-Ojugbele R & Hlalele D 2021. Sustainable Learning for Refugee Children in Selected Public Primary Schools in South Africa. Journal of Transdisciplinary Research in Southern Africa, 17(1): 1-6.
- Chidarikire M & Hlalele DJ 2021. Rural teachers’ perceptions on challenges and solutions of inclusive education in Zimbabwe rural primary schools. Innovations, 64(5): 1031-1043.
Chidakwa, N & Hlalele D 2022. The paradox of complex systems: managing multiple vulnerabilities in Zimbabwean rural learning ecologies. Vulnerable Children and Youth, 17:3, 259-270, DOI: 10.1080/17450128.2021.1925383.
- 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.
- Dube B & Hlalele D 2018. Engaging critical emancipatory research as an alternative to mitigate school violence in South Africa. Educational Research for Social Change, 8(2):74-86.
- Hlalele D 2018. Higher education and the liberation struggle in the former Qwaqwa homeland: a Freirean approach. Journal for Contemporary History, 43(1):178-195.
- Myende P & Hlalele D 2018. Framing sustainable rural learning ecologies: a case for strength-based approaches. Africa Education Review, 15(4): 1-17. DOI: 10.1080/18146627.2016.1224598.
- 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.
- Hlalele D 2012. Psychosocial support for vulnerable rural school learners: In search of social justice! Journal for New Generation Sciences, 10(2): 63-76.
- Hlalele D 2012. Exploring rural high school learners’ experience of mathematics anxiety in academic settings. South African Journal of Education, 32(3): 267-278 (SA DHET, ISI, IBSS).
- Hlalele D & Alexander G 2012. University access, inclusion and social justice. South African Journal of Higher Education, 26(3): 487-502.
- Hlalele D 2012. Social justice and rural education in South Africa. Perspectives in Education, 30(1): 113-120
- Hlalele DJ 2010. Do learning skills acquired in the university access programme enhance participation in academic practice? South African Journal of Higher Education, 24(1):98-110.
- 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
- 2017-2019, Project title: Community engagement in rural contexts: A relational leadership strategy, Short description: The purpose of this multidisciplinary and qualitative study is to propose a relational leadership strategy for community engagement in rural contexts. Relational Leadership finds relevance as an approach that seeks to work for positive change in organizations whilst observing inclusivity, processes, empowerment, ethics, and purposefulness (key elements of RL)
- 2019-2022, Project title: Understanding the exclusion/inclusion conundrum in southern African education. Short description: The study documents and analyses narrative expressions of lecturers, student teachers, learners, teachers, and community members’ understanding of exclusion and inclusion in the southern African education system. Through maximum variation/heterogenous sampling, we randomly selected participants from the five groups in Lesotho, South Africa, and Zimbabwe. Critical Diversity Literacy was adopted as a theoretical lens.
- 2014-2016, Project title: Sustainable rural learning ecologies. Short description: This qualitative study is both basic (seeks to know and understand) and critical (seeks to empower and change). Drawing from the interpretations and understandings of various stakeholders, and communities that have created their contemporary sustainable rural learning ecologies, we investigate how sustainable rural learning ecologies can be created.
- 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.
- Introduction to Inclusive Education
- Research Proposal development
I have successfully graduated twenty six doctoral students
- Zondi Thabile A 2022. An inquiry-based learning framework for the teaching of geographic information systems in a rural ecology.
- Mudhumo Eustina,2021. Comprehensive sexuality education for sustainable learning in rural ecologies.
- Chipato A Hamandishe, 2021. Health education promotion for sustainable learning in Zimbabwean rural ecologies.
- Manyeruke Wynfreddie, 2021. Inclusion for sustainable learning of hearing and intellectually impaired learners in a rural school context
- 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.