School of Education

Mlamuli Nkosingphile Hlatshwayo

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Mlamuli Hlatshwayo
Mlamuli Nkosingphile Hlatshwayo Senior Lecturer

Seniority Dr.

Discipline Curriculum & Education Studies

Emailhlatshwayom@ukzn.ac.za

Contact Number 031-260-3927

Campus edge

Office Address Room S115, Main Tutorial Building

Last Updated 2 weeks ago

About

Dr Mlamuli Nkosingphile Hlatshwayo is a scholar in the field of Higher Education and Politics. His research interests include theorising transformation in the global South; student movements; issues around epistemological access and curricula; and the philosophy of education. He has an established research publication record in the transformation of the South African education system. Currently, he is a senior lecturer in the discipline of Curriculum and Education Studies at the School of Education, University of KwaZulu-Natal. He supervises post-graduate students and teaches both undergraduate and postgraduate courses to education students in the B Ed and Masters’ programmes. He holds a PhD in Higher Education Studies and Masters’ Degree (Cum Laude) in Political and International Studies from Rhodes University. Dr Hlatshwayo is a well-known public intellectual, who commentates in the media on the state of Education and Politics in South Africa. He was a visiting scholar at the University of Connecticut’s Neag School of Education for 2018-2019. He is the 2021-2025 Andrew W. Mellon Early Career Fellow and was recently honoured as the Mail & Guardian 200 Young South Africans for his contribution to the field of Education for 2020.

Degrees Held

  • PhD (Higher Education Studies)
  • Masters in Social Science (Cum Laude)
  • Bachelor of Social Science (Hons)
  • Bachelor of Social Science

Research Interests

  • My research interests include theorising South African higher education transformation; epistemological access and curricula; higher education student movements and the philosophy of education. I am currently a visiting scholar at the University of Connecticut’s Neag School of Education for 2018-2019.

Teaching Interests

  • I have taught undergraduate and postgraduate courses in Political Philosophy (Rhodes University); Designing and Evaluating Curricular in Higher Education; Philosophy of Education and Professional Studies (UKZN).

Teaching Expertise

  • Philosophy; Curriculum; knowledge structures

Publications

  • Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.) (2021). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. Sydney: Routledge. Forthcoming
  • Hlatshwayo, MN. (2021). Decolonizing the university: Some preliminary notes on recontextualizing (decolonial) knowledge in the time of transformation. In Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.) (2020). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. Sydney: Routledge.
  • Hlatshwayo, MN & Alexander, I. (2020). We’ve been taught to understand that we don’t have anything to contribute towards knowledge: Exploring Academics’ understanding of decolonising curricula in higher education. Journal of Education.
  • Hlatshwayo, MN. (2020). Re-thinking South African higher education calls for epistemic freedom: Beyond the abyssal line and towards the field of knowledge. In Sosibo, L and Ivala, E. (Eds.). Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Delaware: Vernon Press.
  • Hlatshwayo, MN. (2020). Being Black in South African higher education: An intersectional insight. Acta Academia.
  • Hlatshwayo, MN. (2020). The Emergence of the Lockdown University: Pitfalls, Challenges, Opportunities. In Ramrathan, L., N. Ndimande-Hlongwa, N. Mkhize & J.A. Smit (Eds.). Re-thinking the Humanities Curriculum in the Time of COVID-19. Volume #01. Pietermaritzburg: Alternation African Scholarship Book Series.
  • Hlatshwayo, MN, Shawa, LB. and Nxumalo, SA. (2020). Ubuntu currere in the academy: A case study from the South African experience. Third World Thematics: A Journal of the TWQ (1)1:1-17.
  • Hlatshwayo, MN & Zondi, TA. (2020). Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach. HTS Teologiese Studies / Theological Studies. 76(1).
  • Hlatshwayo, MN & Shawa, LB. (2020). Towards a critical re-conceptualisation of the purpose of higher education: The role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education. Higher Education Research & Development 39(1) 26-38.
  • Hlatshwayo, MN. (2019). Thinking through the organic crisis and epistemic disobedience in South African higher education curricula: Making Political Science relevant. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. 27(1) 65-87.
  • Hlatshwayo, MN & Fomunyam, KG. (2019a). Theorising First-generation Students’ Successes at a Historically White South African University. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 28 (4) 84-115.
  • Hlatshwayo, MN & Fomunyam, GK. (2019b). Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective. Journal of Student Affairs in Africa. 7(1) 61-80.
  • Hlatshwayo, MN & Fomunyam, GK. (2019c). Views from the margins: Theorising the experiences of Black working class students in academic development in a historically white South African university. TD: The Journal for Transdisciplinary Research in Southern Africa. 15(1): 1-11.
  • Vincent, LD & Hlatshwayo, MN. (2018). Ties That Bind: The Ambiguous Role Played by Social Capital in Black Working Class First-Generation South African Students’ Negotiation of University Life. South African Journal of Higher Education 32(3). 118-138.
  • Hlatshwayo, MN & Fomunyam, GK. (2018a). Genopolitics: The dormant niche in political science curriculum in South African universities. TD: The Journal for Transdisciplinary Research in Southern Africa 14(1). 1817-4434.
  • Hlatshwayo, MN & Fomunyam, GK. (2018b). Othering the Higher Education Sector in Governance and Democratic Processes in Africa. CODESRIA Bulletin 1(2): 26-29.

Research Conferences

  • Hlatshwayo, MN. (2020). Decolonising the Philosophy of Education: Confronting the epistemicide in a higher education curriculum. Higher Education, Learning and Teaching Association of South Africa. Central University of Technology. 30 November – 3 December 2020.
  • Hlatshwayo, MN. (2020). The emergence of the lockdown university: Pitfalls, challenges, opportunities. National Institute for the Humanities and Social Sciences Alumni Conference. 4-5 November.
  • Hlatshwayo, MN. (2019). Knowledge-building in the South African academy: Pitfalls, Challenges, Opportunities. Durban University of Technology’s Inaugural Learning and Teaching Seminar Series. 6 March 2020. Keynote address.
  • Hlatshwayo, MN. (2019). Decolonisation, Decoloniality, Africanisation: Mapping the conceptual struggles of South African higher education transformation through the epistemic-pedagogic-device. Higher Education Learning and Teaching Association of Southern Africa. 27-29 November 2019.
  • Hlatshwayo, MN, McKenna, S. and Hlengwa, A. (2019). Teaching in the time of massification: Philosophical reflections on liberation pedagogy as Ubuntu currere in South African higher education. Higher Education Learning and Teaching Association of Southern Africa. 27-29 November 2019.
  • Hlatshwayo, MN. (2019). Being Black in South African higher education: An intersectionality Perspective. South African Society for Critical Theory. 22-23 November 2019.
  • Hlatshwayo, MN. (2019). To be Young, Gifted and Black in Academic Development: Exploring the experiences of Black students in academic development in a historically white university. The 7th Annual University of Kwazulu-Natal Research Colloquium on Academic Monitoring and Support. Durban. 20th November 2019.
  • Hlatshwayo, MN. (2019). Academic productivity, performance management, presupposed efficiency: The emergence of the corporate, neoliberal university in South African higher education. South African Education Research Association. 23-25 October 2019.
  • Fataar, AF, Rusznyak, L, Blackie, MB, Hlatshwayo, MN. and Mthiyane, SE. (2019). Knowledge – building in educational practices. South African Education Research Association. 23-25 October 2019.
  • Hlatshwayo, MN. (2019). Social Capital and Black students: The last frontier in South African higher education transformation. DUT’s 1st Annual Learning and Teaching Conference. 1-3 October 2019.
  • Hlatshwayo, MN & Mckenna, S. (2019). Seeing knowledge and knowers in the field of Political Studies. Third International Legitimation Code Theory Conference. Wits School of Education. 1-5 July 2019.
  • Hlatshwayo, MN. (2013). The role of the Association of Commonwealth Universities Association in 100 years’ time panela discussion. Association of Commonwealth Universities Conference. London, United Kingdom. August 2013.