- PhD University of KwaZulu-Natal 2017
- M. Ed University of KwaZulu-Natal 2011
- B. Ed Hons University of KwaZulu-Natal 2009
I am co-teaching a Research Proposal and Development module at a Masters programme. In this module we introduce students to the research field, exposing them to various intricacies of a research programme. It is an intense module as it involves a lot of practical exercises that the students have to do in class and out of class as formative assessment in developing their research skills and proposal development.
In 2015 I taught Assessment in Education, a module at an Honours level. This module introduces students to different forms, practices and issues regarding assessment in education broadly, but also forces students to be reflective on their own experiences as teachers and assessors.
- Sokhulu, Lerato. (2015). Theoretical study of summative assessment practices used in Grade 11 Life Science curriculum.
- Khumalo, Zodwa. (2015). The responsiveness of NCV curriculum in TVET colleges to the scarcity of skills needed by industries: Literature review.
- Jenarain, Michelle. (2015). A theoretical study of factors that influence teachers’ use of internet resources in the teaching of the mathematics curriculum.
- Nzuza, Siyacela. (2017). The impact of the hidden curriculum on learners’ schooling.
- Mtshali, Hlengiwe. (2017). Exploring the use of Information Computer Technology in the teaching and learning of Tourism (Grades 10-12) in South African high schools.
- Madlala, Siyobusa. (2018). Exploring Business Management lecturers’ use of formative assessment.
- Msomi, Sanelisiwe. (2019). Exploring the innovative teaching strategies that are used by accounting educators to teach Accounting.
- Mqadi, Anele. (2019). Exploring formative assessment practices used by Accounting educators to enhance teaching and learning.
- Mpanza, Nkanyiso. (2021). University students’ experiences of online teaching due to the Covid-19 pandemic.
- Ramgobin, Sayuri. (2021). Exploring Teachers’ Experiences on Practical Work in Life Science.
- Chonco, Kwenzile. (2022). The roles of education stakeholders in stopping xenophobia in schools.
- Mdlalose, Nokuphiwa. (2022). Causes of xenophobia in South African schools.
- Ntuli, Nothile. (2022). Consequences of xenophobia on schooling.
Conferences and Publications
- Borgen, S. Y., Saeverot, H., Nzimande, N., & Khumalo, S. (2021). Sustainable Education for the Good of Humankind. Paper presented in the Southern African-Nordic Centre (SANORD 21) Virtual Conference, 8-10 September 2021.
- Hlatshwayo, M., Khumalo, S., & Nzimande, N. (2021). The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19. Paper presented in the SAERA Virtual Conference, 10-12 November 2021
- Sokhulu, L. H., & Nzimande, N. (2019). Mentor-mentee relationships in school-based mentorship during teaching practice: A case of three pre-service teachers. Paper presented at the South African Education Research Association (SAERA), held at Elangeni-Maharani Hotels, Durban, South Africa, October 23-25 (2019).
- Nzimande, N., & Amin, N. (2019). Beyond the rhetoric of teacher job satisfaction: The interplay of empathy and powerlessness. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni/Maharani Hotels, Durban, South Africa, 23-25 October 2019.
- Sokhulu, L., & Nzimande, N. (2019). Mentor-mentee relationships in school-based mentorship during teaching practice: A case of three pre-service teachers. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni/Maharani Hotels, Durban, South Africa, 22 October 2019.
- Nzimande, N., & Amin, N. (2019). Beyond the rhetoric of teacher job satisfaction: The interplay of empathy and powerlessness. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni/Maharani Hotels, Durban, South Africa, 24 October 2019.
- Nzimande, N., & Amin, N. (2018). Parents’ rhetoric of teachers’ work: A case study. Paper presented at the Education Association of South Africa Annual Conference, held at Southern Sun Elangeni Hotel, Durban, South Africa, January 14-17 (2018).
- Nzimande, N. (2016). Experiences of challenging heteronormativity in pre-service teacher training at the university of KwaZulu-Natal: A reflective critical incident approach. Paper presented at the Inaugural HIV and AIDS Research Indaba, held at the Coastlands Musgrave Hotel, Durban, South Africa, October, 4-5 (2016).
- Nzimande, N. & Amin, N. (2014). Masters students’ expectations and experiences of supervision support. Paper presented at the South African Education Research Association Conference, held at Southern Sun Elangeni Hotel, Durban, South Africa, August (2014).
- Nzimande, N. (2011). Supervision challenges: A blessing in disguise? Paper presented at the University of KwaZulu-Natal, 3rd Annual Educational Research Colloquium, Edgewood, Durban, South Africa, October (2011).
- Nzimande, M. N., & Amin, N. (2012). Masters students’ expectations of supervision support. In J. Wassermann & S. Reddy (Eds.), Surveying student research in the humanities. Proceedings of the 2012 Postgraduate Conference of the University of KwaZulu-Natal College of Humanities, Howard College, Durban.
- Chirikure, T., James, A., Nzimande, N., Singh-Pillay, A., & Naicker, I. (2017). A microscope, a stone, a cap and a lampshade: Objects as conduits for recognising teaching practices as teacher leadership in higher education. In D. Pillay, K. Pithouse-Morgan & I. Naicker (Eds.), Object medleys: Interpretive possibilities for educational research, (pp. 147-163). Rotterdam: Sense Publishers.
- Nzimande, M. (2018). Discourse analysis of teachers’ and parents’ rhetoric about teachers’ work (PhD thesis), University of KwaZulu-Natal, South Africa.
- Nzimande, M. (2011). Exploring students’ experiences of producing a masters’ dissertation (Masters dissertation), University of KwaZulu-Natal, South Africa
- Hlatshwayo, M., Khumalo, S., & Nzimande, N. (2021). The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19. African Perspectives of Research in Teaching & Learning, 5(Special Issue 1), 59-77.
- Masinga, L., Nzimande, N., & Khumalo, S. (2020). Can the curriculum be a tool to engage pre-service teachers in prevention of discrimination based on sexual orientation and gender identity? A teacher-educator dialogue. Agenda, 34(2), 94-103. DOI: 10.1080/10130950.2019.1706999
- Mahabeer, P., Nzimande, N., & Shoba, M. (2018). Academics of Colour: Experiences of emerging Black women academics in Curriculum Studies at a University in South Africa. Agenda. doi.org/10.1080/10130950.2018.1460139.
- Nzimande, N. (2017). Experiences of challenging heteronormativity in pre-service teacher training at the University of KwaZulu-Natal: A reflective critical incident approach. South African Journal of Higher Education, 31(4), 234-248.
- Nzimande, N. (2015). Teaching pre-service teachers about LGBTI issues: Transforming the self. Agenda, 29(1), 74-80.
- Shoba, M., Nzimande, N., & Makhasane, S. D. (2015). Demystifying large classes teaching in a university: lessons for basic education teachers. Journal of Educational Studies, Special Issue, 197-207.
- Curriculum issues (development, implementation, assessment and evaluation).
- Research on teachers’ work.
- Human rights, sexuality and gender diversities in education, pedagogy and practice.
- Decolonisation in a broad sense and specifically of the curriculum.
- I am passionate about how the curriculum is enacted in a socially-just manner to cater to marginalised groups.
- transformation in higher education.
- Sociology of Education
- Diversity in Education
- Research in Education
- Philosophy of Education
- Panel member in Masters full thesis and PhD research proposal review committees
- School board member
- Facilitator in the Dean’s Seminar on Decolonisation
- Evaluating and designing module templates within the Discipline and critical evaluator of templates from other departments
- I served as a member of the organising committee for the three-day Colloquium on corporal punishment titled: “Corporal Punishment Conversations: Beyond Hopelessness and Helplessness”, held at the University of KwaZulu-Natal, School of Education (Edgewood Campus), 26 -28 September 2018.
- I served as a member of the organising committee for a one-day seminar on Multi-grade teaching titled: “Multi-grade teaching: How do we respond to this school reality?”, held at the University of KwaZulu-Natal, School of Education (Edgewood Campus), 17 October 2019.
- I currently serve as a member of the Teaching and Learning Committee within the School of Education.
- 2021, A Rapid Review of the Uptake and Impact of the SACE Endorsed Professional Development Programmes in South Africa. This rapid review of the uptake and impact of the South African Council for Educators (SACE) endorsed Professional Development Programmes (PDP) in South Africa was commissioned by SACE, to evaluate the uptake of the endorsed professional development activities by teachers, and their relevance and effectiveness in schools. https://www.sace.org.za/assets/documents/uploads/sace_64251-2022-09-23-Research_Report__Rapid_Review_on_uptake_and_impact_Of_SACE_Professional_Development__Programmes_in_SA_60_.pdf
- Postgraduate Research Proposal Development
- Supervision of Honours, Masters and PhD students’ research
- Assessment in Education
- Sexuality Education; Human Rights and Teacher Professionalism
- Sociology of Education
- Curriculum Theory
- From January 2017 to December 2019, I served as a Discipline leader/coordinator in the Education and Curriculum Studies Discipline. I was leading a Discipline with 12 permanent members of staff and several contract staff (varying numbers depending on the number of modules offered per semester). In this position, I was responsible for all matters relating to the Discipline, such as teaching and learning, staffing, budgeting, dealing with student issues if the matter could not be resolved by the module coordinators; ensuring quality teaching across all undergraduate modules as well as providing support to intermittent contract staff to mention just a few.