Degrees Held
- BEd (Honours) Nelson Mandela Metropolitan University 2005
- HDE University of Witwatersrand 1996
- MEd Nelson Mandela Metropolitan University 2008
- PhD University of KwaZulu-Natal 2017
Research Interests
My expertise lies in curriculum studies, intellectualization of the curriculum, curriculum leadership, and management, curriculum decision-making, teacher education and development, curriculum policy-making, HIV and AIDS management, school curriculum and education, initial teacher education and professional development, education studies, philosophy of education, social studies in education.
Teaching Interests
- Curriculum Studies
- Education Studies
- Understanding Research
- Research Proposal Skills Development
Teaching Expertise
- Curriculum Studies
- Education Studies
- Understanding Research
- Research Proposal Skills Development
Teaching Experience
Experience in teaching at basic education and higher education. Lecturing Curriculum and Education Studies modules (undergraduate to Masters Level). Undergraduate and postgraduate module design and coordination.
Expertise in teaching and research lies in: education and curriculum studies, curriculum policy, decision-making and development; research proposal development; postgraduate supervision and teaching. Doctoral Cohort Support.
Publications
Journal Articles
Chapters in Books
Journal Articles
- Mahabeer, P. (2015). Complicated curriculum conversations: reflections of curriculum decision-makers engaged in the restructuring of national teacher education frameworks. Journal of Educational Studies, 2015 (Special issue 1), 219-233.
- Mahabeer, P. (2018). Curriculum decision-makers on decolonising the teacher education curriculum. South African Journal of Education, 38(4).
- 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, 32(2), 28-42.
- Mahabeer, P., & Pirtheepal, T. (2019). Assessment, plagiarism and its effect on academic integrity: Experiences of academics at a university in South Africa. South African Journal of Science, 115(11-12), 1-8.
- Mahabeer, P. (2020). Novice Teachers’ Beliefs and Fears on Bullying in Schools in South Africa. Koers, 85(1), 1-15.
- Mahabeer, P. (2020). Decolonising the school curriculum in South Africa: black women teachers’ perspectives. Third World Thematics: A TWQ Journal, 5(1-2), 97-119.
- Mahabeer, P., & Pirtheepal, T. (2019). Online formative assessment tools: Lecturers’ experiences of using Moodle at a university in South Africa. Journal of Educational Studies, 18(1), 43-63.
- Mahabeer, P. (2020). “Powerless and afraid, I felt they let me down”: Reflections of a first-year student on gender-based violence at a university in South Africa. Agenda, 1-13.
- Mahabeer, P. & Akoo, F.F. Connecting assessment and feedback: A customised and personalised experience for knowledge-building, Journal of Education, Issue 83, 1-29. http://journals.ukzn.ac.za/index.php/joe DOI : http://dx.doi.org/10.17159/2520-9868/i83a05 .
- Amin, N., & Mahabeer, P. (2021). Curriculum tinkering in situations of crises and inequalities: The case of South Africa. Prospects, Springer, UNESCO Special Issue, 1-13.https://doi.org/10.1007/s11125-021-09564-8
- 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, 1-15.
- Mahabeer, P. (2015). Complicated curriculum conversations: Reflections of curriculum decision-makers engaged in the restructuring of national teacher education frameworks. Journal of Educational Studies, 219-233.
Chapters in Books
- Mahabeer, P. (2021). Decolonising the school curriculum in South Africa: black women teachers’ perspectives. In Decolonising Curricula and Pedagogy in Higher Education: Bringing Decolonial Theory into Contact with Teaching Practice. Edited by Shannon Morreira, Kathy Luckett, Siseko H. Khumalo, & Manjeet Ramgotra, (pp. 97-119). London and New York: Routledge Taylor & Francis Group.
- Mahabeer, P., Gumede, S., & Pirtheepal, T. (2021). A complicated conversation: Second-language teaching in novice spaces. Christa van der Walt & Verbra Pfeffer (Eds.). In Multilingual classroom contexts: Transitions and transactions, pp. 69-94. Stellenbosch: SUN PReSS.
- Mahabeer, P. (2022). Rethinking assessment and feedback in a digital age in crises: Reflections on large class teaching. In Multimodal Learning Environments in Southern Africa: Embracing Digital Pedagogies edited by Jako Olivier et al. (Eds). 978-3-030-97655-2, 519457_1_En, (Chapter 5).
Student Supervision
Honours
Masters
Honours
- Nosihle Zulu (2022) Factors influencing the high dropout rate of learners in high schools during the Covid-19 pandemic.
- Sithokozile Zibusiso Zuma (2022) What are the strategies used to address bullying in South African schools?
- Thabani Mabasa (2017) Lecturers’ Selection Of Assessmnt Strategies In A Second Year Business Management Module At A Tertiary Institution.
- Phumzile Khambula (2018) Formative Assessment Practices Of Business Management Lecturers At A Tertiary Institution.
- Valonia Naidoo (2018) An Exploration Of Formative Assessment Practices Of Business Management Lecturers At A Tertiary Institution In South Africa.
- Tashmika Pirtheepal (distinction) (2016) Exploring the success of Technology on Formative Assessment practices in large classes at a South African university.
- Sibahle Passionate Samukelisiwe Mthabela (2016) Exploring how lecturers use summative assessment as a learning tool.
- Muhammed Nabeel Essack (2016) Exploring the influences that technology has on summative assessment conducted by UKZN lecturers.
- Fathima Feroz Akoo (2019) Postgraduate students’ experiences to lecturer feedback on formative assessments.
- Ndivhoniswani Getrude Matamela (2015) Exploring a grade 7 teacher’s experiences on teaching physical education.
- Thandeka Khathi (2015) Reflections of a high school teacher on mentorship experiences.
Masters
- Naidoo S (2018) Exploring Intermediate Phase Teachers Perspectives on Curriculum Changes in South Africa.
- Mngomezulu GP (2019) Assessment methods used by grade four teachers in teaching English First Additional Language.
- Malinga BV (2018). Exploring teachers’ experiences in the selection processes of school leader.
- Dube ZTA (2019) Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship.
- Pirtheepal T (2019) Exploring teachers’ experiences of implementing an integrated natural science and technology curriculum in the intermediate phase.
- Williams TL (2020) Teachers’ experiences of implementing the English Home Language curriculum in Grade four.
- Gumede SC (2020) Teachers’ experiences of teaching Natural Sciences and Technology to English First Additional Language grade four learners.
- Vilakazi N (2021) Experiences of teaching Computer Applications Technology in under-resourced schools: A case study of three schools.
- Ragavan BJ (2022) Assessing grade six second language learners: English Home Language teachers experiences.
Community Involvement
University service, committees and task teams.