Lokesh Ramnath Maharajh

Dr Lokesh Ramnath Maharajh

Cluster Education Studies
Discipline Curriculum & Education Studies
Degrees Held BA; BA (Hons); B Ed; M Ed; PhD
Phone 031-2603422
Email maharajhlr@ukzn.ac.za
Office Address CS 145


Experience of curriculum and programme development

  • Developed in 2004 a module on Social Theory and Inclusive Education for the 4th year B Ed programme
  • Represented the Education Studies Discipline on the Restructuring of the B Ed programme to be introduced in 2015
  • Developed new templates for the Foundational modules in Education Studies – to be introduced in 2015
  • Developed new templates for Teaching practice – to be introduced in 2015
  • Employ and manage contract staff to teach the various Education and Professional Studies modules on the B Ed programme
  • Introduced the tutorial system of lectures for the 3rd and 4th year students in the B Ed programme in 2013

Undergraduate teaching (2003 – 2013)

2.1 I have taught the following modules in the B Ed programme:

  • Professional Studies 110 (Teaching and Learning)
  • Education Studies 210 (History of Education)
  • Education Studies 310 (Philosophy of Education)
  • Education Studies 410 (Sociology of Education)

2.2 I have coordinated the following modules:

  • Education Studies 220 (Psychology of Education)
  • Education Studies 310 (Philosophy of Education)
  • Education Studies 320 (Curriculum Studies)
  • Education Studies 410 (Sociology of Education)
  • Education Studies 420 (Professionalism and Human Rights Education)

2.3 I have served as Head of the Discipline of Education Studies since 2011.

Post-graduate teaching (2010 – 2014)

3.1 I have taught the following modules

  • Understanding Research in B Ed (Honours) programme
  • Discourses and Methodologies in the M Ed programme.

3.2 I have coordinated the Understanding Research module on the Edgewood Campus from 2010 to 2013.


Received PhD in 2011.


  • 1) University of KwaZulu-Natal (Student’s Dedication Committee – 2009) Voted Best Lecturer in Education Studies by Students
  • 2) University of KwaZulu-Natal (Student’s Dedication Committee – 2011) Voted Best Lecturer in Education Studies by Students

Research Interests:

Title of Project:

Managing large undergraduate classes at UKZ-N: An institution wide study of existing models, lecturers’ and students’ experiences, quality assurance and students’ performance.

  • The above project is on-going since 2011. The project leader is Prof Vitallis Chikoko and as one of the researchers I am assisting with data generation, data analysis and dissemination of findings through conferences. The goal of the project is to determine how schools at a tertiary institution manage large classes and how students and academic staff experience large classes. Two papers were presented at the University Teaching and Learning Conference in 2011 and 2012. A third paper will be presented at a conference at the Walter Sisulu University in March 2014.

Title of Project:

The status of Philosophy of Education in Teacher education programmes in selected South African universities

  • The aim of this research is to establish the status of philosophy of education at selected education faculties in South Africa. The purpose of the research is to establish if current faculties of education are continuing to attract and graduate students with different philosophical assumptions about education. The findings may create an opportunity to set up collaboration among the various teacher education programmes in South Africa. I am the principal investigator, with the links at four other universities (Durban University of Technology, Rhodes University, Stellenbosch University and Wits University) serving as co-investigators. The aim is that the co-investigators will also analyse the data obtained at their respective institutions. At the end of the first year (2014), at least one publication will be sent to a SAPSE approved journal highlighting the results from the universities in KwaZulu-Natal. In the second year (2015), a colloquium will be arranged at the University of KwaZulu-Natal where the principal investigator and co-investigators will present the findings from their respective institutions. At this stage it is envisaged that the presentations from the colloquium may be brought together into a book.

Teaching Interests:

Curriculum Studies and Education Studies


I have graduated the following M Ed student:

  • Funani Esther Shezi (200402238) Grade 4 experiences of learning Mathematics using English as a second language.

I am currently supervising the following M Ed students:

  • Eric Mandlakapheli Khuzwayo (9805884): An investigation of the assessment strategies used by Grade 9 Educators in Technology.
  • Thandizwe Irvine Mzobe (981188202): The implementation of Curriculum and Assessment Policy Statement in teaching, learning and assessment in a primary school.
  • Patrick Bongani Mkhwanazi (212558762): Exploring parental involvement in learner academic performance in the intermediate phase.
  • Thandi Priscilla Nkosi (212561205): Teachers’ experiences of the implementation of the Curriculum Assessment Policy in three primary schools in KwaZulu-Natal [Has submitted for examination – awaiting results].
  • Thandazile A Nxumalo (9702823): Exploring child headed families: a case study on school performance of grade eight learners [Has submitted for examination – awaiting results].
  • Nokuthula Thenjiwe Pakati (905306910): Teachers’ experiences of implementing popular culture in teaching Creative Arts in grade 9 in KwaZulu-Natal schools.
  • Niven Ramdhani (8116214): Exploring grade 11 mathematics teachers’ experiences in implementing curriculum change.
  • Bongani Sibiya (212556937): The teaching of social sciences in a multigrade grade 4 class in a rural school in the Sisonke district.
  • Gugu Hlongwane (212558708): Assessment strategies used in grade 4 social science classes.

I am currently supervising the following PhD students

  • Ansuyah Mahes (210553455): Listening to the “stories” and “noise” made by foundation phase teachers on the impact of policy changes that affect their daily teaching, assessing and practices in their classrooms.
  • Leevina Iyer: Proposal development
  • Nnenna Ezeonwuachusi: Proposal development
  • Lekani Dube: Indigenous outdoor play and its potential for child development: The case of minority ethnic groups in North-Western Zimbabwe.
  • Douglas Ndhlula. Retrospection for introspection: Evaluating the opportunities and challenges of introducing ECD classes Band A in Zimbabwean Primary schools.

Community Involvement/Outreach:

Food security committee

  • I represent the School of Education on the College of Humanities Food security committee. The College Food Security Task Team, informed by an empowerment model and cognisant of structural limitations at societal and university levels, will provide a forum for informed discussion among stakeholders within the College of Humanities. The aim of the task team is to develop an integrated College response to food insecurity among our students. My task is to identify sources of support and resources in the School of Education within the College of Humanities.

Talks at Orientation (Foundational modules and plagiarism)

  • I have delivered talks to first year B Ed students during orientation week in 2010, 2011, 2012, 2013 and 2014 on the foundational modules offered in the Discipline of Education Studies as well as on the university’s plagiarism policy.

Developing Curriculum in Education Studies from undergraduate to post graduate level.

  • Developed curriculum for Social Theory in the B ED undergraduate programme
  • Served on the B Ed restructuring committee
  • Developed module templates for Foundational Modules (Philosophy, Sociology, Psychology, History, Comparative and Curriculum).

Area coordinator of Teaching Practice.

  • I have coordinated teaching practice as an area coordinator for Chatsworth from 2009 to 2012. This involved meeting with tutors assigned to students at schools in Chatsworth to monitor progress of students.

Head of Discipline: Education Studies.

  • As Discipline Head I coordinate workloads for permanent staff as well as intermittent staff. I oversee the teaching and assessment of the modules offered in the Discipline. My duties also include attending to student queries – both academic and administrative.

Member of Higher Degrees Committee.

  • I have represented the Education Studies Cluster of the School of Education at University of KwaZulu-Natal from 2011 to 2013. The School Research and Higher Degrees Committee is a subcommittee of the School Board with delegated responsibility and authority for higher degrees and research matters. The School Research and Higher Degrees Committee is responsible for the promotion, nurturing and leadership of the research endeavour in the School, within the College and the University research framework of policies, procedures and standards.

B Ed Re-structuring Programme.

Indigenous African Knowledge System Working Group.

Priest’s Council of South African Hindu Maha Sabha (Chairman)

Ethics Committee of the South African Hindu Maha Sabha

Department of Education (KwaZulu-Natal)

  • Chief Examiner in Hindi-Grade 12 (1991 to 1998)
  • Internal Moderator of Hindi-Grade 12 (1999-2009)
  • Examiner in Functional Mathematics-Grade 12 (2002 to 2005)

Publications/Selected Publications (2011 – 2013):


Journal Articles:

  • Maharajh, L. R. (2014). Values a Hot Topic! The Anthropologist: International Journal of Contemporary and Applied Studies of Man. Kamla Raj Enterprises. Delhi.
  • Maharajh, L. R., Davids, M. N., & Khoza, S. B. (2013). Is Team Teaching Learner-friendly or Teacher-centred? Mode of delivery in a Postgraduate Module. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 150 – 168.
  • Maharajh, L. R. & Maharajh, N. (2005). Equity versus Growth. Educational Awakening Journal of the Educational Sciences, 2, 2.125-140.

Chapters in Books:

  • Maharajh, L. R. & Siyakwazi, P. (2013). Diversity and culture in education in Education Studies History, Sociology and Philosophy, Oxford University Press, South Africa (pp 201 -219).