Labby Ramrathan

Degrees Held

  • HED, Univ of South Africa, 1990
  • B.Ed, Univ of Durban-Westville, 1992
  • M.Ed, Univ of Durban-Westville, 1997
  • D.Ed, Univ of Durban-Westvile, 2002

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

  • Curriculum Studies
  • Teacher Development
  • Higher Education
  • Policy Studies

Teaching Interests

  • Research methodology
  • Teacher Development
  • Teaching and Learning
  • Curriculum studies

Student

Supervision

Community Engagement

  • Workshops on research development and research supervision across universities in South Africa
  • University Teaching Learning grant – R100 000-00 (2012) – exploring student assessment and classroom culture in undergraduate classes_
  • 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
  • University Teaching and Learning grant – R100 000-00 – pathways of at-risk students – lead researcher
  • NRF rated researcher incentive grants since 2012 – to present
  • NRF rated researcher funding – Humanities Curriculum transformation – R1100000 over 3 years – Principle Investigator.
  • NRF rated researcher competitive grant 2020 to 2022 – Curriculum transformation within a decolonization lens. Principle investigator. R1 200 000.00
  • NECT funded project 2021 -2023, on review of the recovery curriculum in primary schools in three Provinces. R1 200 000.00

Selected

Publications

  • 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)
  •  
  • Shikukutu, F & Ramrathan, L. 2022. ‘You are not a real man until you have scored’ masculine discourses and teenage pregnancy. International Journal of Adolescence and Youth, 27:1, 23-31, DOI: 10.1080/02673843.2021.2021960
  • Singaram, V; Naidoo, K & Ramrathan, L. 2022. Medical internship training during COVID-19 pandemic – A case of “sacrificial pawns” or not. African Journal of Primary Health Care & Family Medicine ISSN: (Online) 2071-2936, (Print) 2071-2928

  • Blignaut, S.; Pheiffer, G.; Le Grange, L.; Maistry, S.; Ramrathan, L.; Simmonds, S.; Visser, A. Engendering a Sense of Belonging to Support Student Well-Being during COVID-19: A Focus on Sustainable Development Goals 3 and 4. Sustainability 2021, 13, 12944. https://doi.org/10.3390/ su132312944
  • Labby Ramrathan, Inbanathan Naicker, Daisy Pillay. (2021) Quality education and school experience in South Africa: How far have we come. In Working between the folds: School leaders reimagining school life. L Ramrathan, D Pillay, I Naicker (eds). Nova Science Publishers, New York, USA. DOI 10.52305/CCWG2441. P 1-18
  • Sihle Mamela, Labby Ramrathan. (2021) Changing school images: How quintile one school principals turn around learner performance in their school within a rural context. In Working between the folds: School leaders reimagining school life. L Ramrathan, D Pillay, I Naicker (eds). Nova Science Publishers, New York, USA. DOI 10.52305/CCWG2441. P 43-64.
  • Michael Ngobese, Labby Ramrathan. (2021) Responding to school violence: Accounts of Heads of Departments towards safe schools. In Working between the folds: School leaders reimagining school life. L Ramrathan, D Pillay, I Naicker (eds). Nova Science Publishers, New York, USA. DOI 10.52305/CCWG2441. P 85-104.
  • Mkhize, J. S., & Ramrathan, L. (2021). Cultural signals in understanding first-year student engagement: How can universities become more culturally sensitive? The case of a rural South African university. South African Journal of Higher Education, 35(3), 107-125.
  • Manik, S., & Ramrathan, L. (2021). Institutional Leadership Efforts Driving Student Retention and Success: A Case Study of the University of KwaZulu-Natal, South Africa. In Student Retention and Success in Higher Education (pp. 109-131). Palgrave Macmillan, Cham.
  • Ramrathan, L. 2020. School curriculum in South Africa in the Covid‑19 context: An opportunity for education for relevance. Prospects. https://doi.org/10.1007/s11125-020-09490-1. Published online on 6 August 2020. Springer.
  • Labby Ramrathan. (2020). What Knowledge is Most Worthwhile in Crisis Conditions? Re-engineering our Curriculum in the Context of Covid-19. In Re-thinking the Humanities Curriculum in the Time of COVID-19. Labby Ramrathan Nobuhle Ndimande-Hlongwa Nhlanhla Mkhize Johannes A. Smit (eds). CSSALL Publishers (Pty) Ltd. DOI 10.29086/978-0-9869936-1-9/2020/AASBS01. P 7-21
  • Le Grange, L; du Preez, P; Ramrathan, L; Blignaut, S. 2020. Decolonising the university curriculum or decolonial washing? A multiple case study. Journal of Education. Issue 80,p 25-48.http://journals.ukzn.ac.za/index.php/joe doi:http://dx.doi.org/10.17159/2520-9868/i80a02
  • Ramrathan, L. 2019. Centering humanism within the milieu of sustained student protest for social justice in higher education within South Africa. P. Gibbs and A. Peterson (Eds.). Higher Education and Hope: Institutional, Pedagogical and Personal Possibilities. Palgrave MacMillan: Switzerland (p240 – 257).
  • Du Preez, P.; Ramrathan, L, and Le Grange, L. 2018. On the hegemony of International Knowledge in Tier 1 high-impact literature: A meta-study of citations in Indilinga (2008–2017). Journal of Education. Issue 73, p 4-19
  • Manik, S and Ramrathan, L. 2018. The Conundrum of achieving Quality Higher Education in SA. Mahsood Shah and Jade McKay (eds). Achieving equity and quality in higher education: Global perspectives in an era of widening participation. Palgrave Macmillan. London, UK.
  • 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