School of Education

Labby Ramrathan

ramrathanp@ukzn.ac.za

031-260-8065

  • Details

  • Position Professor
  • Discipline Teacher Development Studies
  • CampusEdgewood Campus
  • Office AddressRoom CS118 second floor, Main Tutorial Building

Degrees Held

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Experience

  • 36 years in higher education
  • 13 years in leadership positions
  • Co-ordinating the College of Humanities Curriculum transformation project (2018)

Awards

  • NRF competitive grant – R980 000-00 – collaborative research project on School categorization and its influence on teaching and learning – 2014
  • NRF rated researcher competitive grant – R620 000-00 – what explains learner poor performance through a situated analysis – 2014
  • NIHSS grant of R72 000-00 – 2018
  • NRF – KIC grant of R40 000 – 2018

Accomplishments

  • NRF rated C3 in 2010
  • NRF rated C2 in 2017

Research Interests

  • Teacher Development Studies
  • Curriculum Studies
  • Higher Education

Teaching Interests

  • Undergraduate and post-graduate teaching in research, teacher development, curriculum studies and higher education

Supervision

  • Completed in excess of 60 Masters and 20 PhD students

Community Involvement/Outreach

  • Workshops on research development and research supervision across universities in South Africa
Selected

Publications

  • Books
  • Chapters in Books
  • Journal Articles
  • Ramrathan, L; le Grange, L; Higgs, P. (2017). Education Studies for Initial Teacher Education. Cape Town: Juta
  • Ramrathan, L. (2017). Compassion in the context of higher education transformation in South Africa. In P. Gibbs (ed). The pedagogy of compassion at the heart of higher education. Springer – ISBN 978-3-319-57782-1. Pp 101 – 112.
  • Ramrathan, L and Singh, N. (2017). Bourdieu and his key concepts related to Education. In L. Ramrathan, L. le Grange and P. Higgs (eds) Education Studies for Initial Teacher Education. Cape Town: Juta
  • Ramrathan, L. (2017). Educational research: Key concepts. In L. Ramrathan, L. le Grange and P. Higgs (eds) Education Studies for Initial Teacher Education. Cape Town: Juta
  • Chetty, R and Ramrathan, L. (2017) Key concepts and processes in developing a research proposal. In L. Ramrathan, L. le Grange and P. Higgs (eds) Education Studies for Initial Teacher Education. Cape Town: Juta
  • Ramrathan, L; le Grange, L. and Shawa, L.B. (2017). Ethics in Educational Research. In L. Ramrathan, L. le Grange and P. Higgs (eds) Education Studies for Initial Teacher Education. Cape Town: Juta
  • Ramrathan, L. 2016. Widening access through higher education transformation: A case study of University of KwaZulu-Natal. M. Shah; A. Bennett and E. (eds) Southgate Widening higher education participation, Elsevier: UK (p196-209)
  •  
  • Ramrathan, P. (2017) Learner poor performance: Provoking Bourdieu’s key concepts in analysing school education in South Africa. Southern African Review of Education, 23(1): 23-36.
  • Ramrathan L; 2016. Beyond counting the numbers: Shifting higher education transformation into curriculum spaces; Transformation in Higher Education. Vol 1 (1)
  • Ramrathan L and Mzimela J, 2016. Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1. South African Journal of Childhood Education.
  • Ramrathan, L & Pillay, G. 2015. Re-imagining and expanding the discourse of student access, throughput and drop-out within the South African higher education context. Alternations. No 17 (2015) p 6-27
  • Mngomezulu, S & Ramrathan, L. 2015. Academic experiences of At-Risk students in a South African university. Alternations. No 17 (2015) p 116 – 141

Complete Research Record

  • Student access, throughput and dropout within higher education. Institutional case study
  • School categorization and its influence on teaching and learning
  • Learner poor performance: a situated exploration