School of Education

Mlamuli Nkosingphile Hlatshwayo

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Mlamuli Hlatshwayo
Dr. Mlamuli Nkosingphile Hlatshwayo
Senior Lecturer

Discipline Curriculum & Education Studies

Emailhlatshwayom@ukzn.ac.za

Contact Number 031-260-3927

Campus edge

Office Address Room S115, Main Tutorial Building

Last Updated 4 months ago

About

Dr Mlamuli Nkosingphile Hlatshwayo is a scholar in the field of Higher Education and Politics. His research interests include theorising higher education transformation and decolonisation in the global South; student movements and issues around epistemological access. He is a Senior Lecturer in Curriculum Studies at the School of Education at the University of KwaZulu-Natal. Dr Hlatshwayo has over 18 peer reviewed publications, over 25 national and international conference presentations, and have given over 20 invited seminars/public lecturers across the South African, US, British and Indian higher education institutions. He holds a PhD in Higher Education Studies and a Masters’ Degree (Cum Laude) in Political and International Studies from Rhodes University. Dr Hlatshwayo was the visiting scholar at the University of Connecticut’s Neag School of Education for 2018-2019, he was the 2020 Mail & Guardian 200 Young South Africans, the Jakes Gerwel Distinguished Fellow in Education, as well as the 2021-2025 Andrew W. Mellon Early Career Fellow in higher education. Dr Hlatshwayo served as a member of the Council on Higher Education’s 20 year national review of the South African higher education system in 2019-2020. Dr Hlatshwayo is the current project manager in the Heltasa’s National Interest Group on Decolonisation. He’s co-edited book, Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa, is scheduled for publication with Routledge in 2022.

Degrees Held

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

Awards

  • Andrew W. Mellon Foundation Early Career Scholars Fellowship Award – 2021-2025
  • Jakes Gerwel Distinguished Fellow in Education – 2020-present
  • School of Education Research Award – 2020
  • School of Education Early Career Award – 2020
  • School of Education Most number of publications at lecturer level – 2020
  • Mail & Guardian Top 200 Young South Africans – Education – 2020
  • School of Education Early Career Award – 2019
  • Best paper presented award/ The 7th Annual University of Kwazulu-Natal Research Colloquium on Academic Monitoring and Support – 2019
  • Visiting Scholar at the University of Connecticut’s Neag School of Education – 2018-2019

Interests & Expertise

Publications

  • Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.) (2022). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. Sydney: Routledge.
  • Hlatshwayo, MN. (2022). 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.). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. Sydney: Routledge.
  • Hlatshwayo, MN. (2022). Decolonising the South African university: First thoughts. South African Journal of Higher Education.
  • Hlatshwayo, M.N (2021). The ruptures in our rainbow: Reflections on teaching and learning in the time of #RhodesMustFall. Critical Studies in Teaching & Learning 9(2), 1-18.
  • Hlatshwayo, M.N, Khumalo, S.D., and 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 and Learning 5(1), 59-77.
  • Hlatshwayo, MN, Shawa, LB, and Nxumalo, SA. (2021). Ubuntu currere in the academy: a case study from the South African experience. In Morreira, S., Luckett, K, Kumalo, S and Ramgotra, M. (Eds.). Decolonising Curricula and Pedagogy in Higher Education, New York: Routledge.
  • Hlatshwayo, MN& Alexander, I. (2021). 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 82(1). 44-59.
  • Hlatshwayo, MN. (2021). 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 52(2), 163-180.
  • 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.

Conferences

  • Hlatshwayo, MN. (2021). Academic development in the period of disruption: A decolonial insight. 8th FOCUS CONFERENCE. Elangeni Hotel, Durban. 17-19 November 2021.
  • Ngocbo, BM. and Hlatshwayo, MN. (2021). Each one on their own: exploring women academics’ experiences of navigating their belonging in a South African university. 8th FOCUS CONFERENCE. Elangeni Hotel, Durban. 17-19 November 2021.
  • Mokoena, TD., Hlatshwayo, MN. And Zondi, T. (2021). It’s A Jungle Out There! Black Academic Voices On Teaching Large Classes In The Time Of Online Learning. 8th FOCUS CONFERENCE. Elangeni Hotel, Durban. 17-19 November 2021.
  • Magubane, ZW., Hlatshwayo, MN, and Zondi, T (2021). We are not considered! Geography Student teachers’ voices on indigenising the Climatology module in a South African Higher Education Institution. 8th FOCUS CONFERENCE. Elangeni Hotel, Durban. 17-19 November 2021
  • Hlatshwayo, M.N, Khumalo, S.D., and Nzimande, N. (2021). The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19. SAERA 2021 Virtual Conference. 10-11 November 2021.
  • Hlatshwayo, MN. (2021). Thinking through the organic crisis and epistemic disobedience in South African higher education curricula:  The case for making Political Science relevant again! South African Association of Political Studies (SAAPS) 15th Biennial Conference. Rhodes University. 26-28 August 2021.
  • Hlatshwayo, MN. (2021). Dismantling systemic barriers to student access and success: An ideological perspective. Siyaphumelela 2021 Conference. Kresge Foundation. 22-25 June 2021.
  • Mokoena, T., Hlatshwayo, MN and Zondi, TA. (2021). Teaching in the time of massification: Exploring Education academics’ experiences of teaching large classes in South Africa higher education. RAISE Early Career Researchers Symposium. University of Westminster. 28 April 2021
  • Magubane, ZW., Hlatshwayo, MN., and Zondi, TA. (2021). Geography Student Teachers’ understanding of indigenising the Climatology module in a South African Higher Education Institution. RAISE Early Career Researchers Symposium. University of Westminster. 28 April 2021.
  • Hlatshwayo, MN. (2021). The emergence of the lockdown university: First thoughts on the South African university under quarantine. Peak Performances: Covid-19 and the Transformation of Teaching and Learning in Higher Education. University of Johannesburg. 28-30 April 2021.
  • Hlatshwayo, MN & Alexander, I. (2021). 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. Global Citizen Forum. 3-5 March 2021.
  • 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. Invited keynote.
  • 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, Fataar, A., Adendorff, H., and Maluleka, P. (2019). Researching knowledge, decolonisation and the quest for inclusivity and social justice panela dialogue. 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.