Degrees Held
- Doctor of Philosophy Curriculum Studies, University of KwaZulu-Natal 2021
- Master of Education in Curriculum Studies, University of KwaZulu-Natal 2015
- Bachelor of Education in Early Childhood Development, University of KwaZulu-Natal 2015.
- Bachelor of Honours in Educational psychology, University of KwaZulu-Natal 2014.
Profile
About
Experience
Awards
About
I am a lecturer in Early Childhood Education at the University of KwaZulu-Natal, School of Education. I have previously worked in Curriculum and Education Studies discipline and still supervise postgraduate students in curriculum studies. My research interests include; men and masculinities in early childhood education, the experiences of early-career academics (ECAs) and assessment in education. I have presented in several national and international conferences, and I was a visiting scholar at Teachers College, Columbia University in New York City in early 2020. I am an external examiner for dissertations and a moderator for various Universities in the country, and a peer reviewer for both local and international journals.
Experience
- (2021- Current) Lecturer in Early Childhood Education
- (2016 to 2020) Lecturer in Curriculum and Education studies
- (2014 and 2015) Tutor for Early childhood education
- (2014) Research student assistant for an NRF project: Transformation/al Education Studies, Self-Study Methodology Project
Awards
- (2017- Current) National institute for Humanities and Social Sciences Doctoral scholarship
- (2015) UKZN Summa cum laude scholarship
- (2014 to 2015) Kellogg Foundation SADC scholarship
Research Interests
- Men and masculinities in early childhood education
- Theorising the experiences/concept of early career academics through Self-reflexive methodologies
- Assessment in education/early childhood specifically peer assessment
- The sociology of Early childhood education
Teaching Interests
- Early childhood education (Child development and Life skills)
- Curriculum and Assessment in education/early childhood
Publications
Journal Articles
Chapters In Books
Conference Presentations
Journal Articles
- Msiza, V., & Ndlovu, N. (2021). Reimagining comprehensive sexuality education: Reflections from teacher educators. Journal of educational studies. 21(si1). 212-228.
- Mbatha, N., Msiza, V., & Ndlovu, N. (2021). Redefining our identities through social cohesion: a poetic inquiry of early career academics in a teacher education institution. Alternation. 28(2). 11-37.
- Ndlovu, N., Msiza, V. & Mbatha, N. (2021). Room32, an academic oasis for our informal conversations to enhance teaching and learning. International Journal for Academic Development. 26(3),378-382.
- Msiza, V. (forthcoming). South African Male Foundation Phase Teachers Distancing from Homosexuality. In C. Mayo (Ed.), Gender and Sexuality. New York, NY: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.ORE_EDU-01367.R1
- Blose, S., Msiza, V., & Chiororo, F. (forthcoming). Developing a supervisor identity through experiential learning: Narratives of three interdisciplinary novice academics working in a South African University, Journal of Education (University of KwaZulu-Natal, 1-20
- Msiza, V., Zondi, T., & Couch, L. (2020). The use of peer assessment at a time of massification: Lecturers’ perceptions in a teacher education institution. Journal of Education (University of KwaZulu-Natal), (79), 47-64.
- Mbatha, N., Msiza, V., Ndlovu, N., & Zondi, T.(2020). The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket. Educational Research for Social Change, 9(0), 31-44.
- Msiza, V., Ndhlovu, B., & Raseroka, N. (2020). ” Sausage Factory, in and out”: Lecturers’ Experiences of Assessing in an Era of Massification in a Teacher Education Institution. Educational Research for Social Change, 9(0), 45-57.
- Msiza, V. (2020). ‘I don’t like them coming to me and saying hey, I like you’: Male teachers in relegated positions of masculinity. Agenda, 34(2), 86-93.
- Msiza, V. (2020). ‘You are a male teacher but you have a woman’s heart’: Foundation phase teachers negotiating identities in South Africa. Education 3-13, 48(6), 651-660.
Chapters In Books
- Msiza, V. (in press). When Nature Calls: How male teachers negotiate gender and care work in ECE. In Y. Xu, D. Bhana, & V. Andriany (Eds.), Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. Routledge.
- Msiza, V. (2022). South African male foundation phase teachers distancing from homosexuality. In Mayo, C (eds). The Oxford Encyclopedia of Gender and Sexuality in Education. Oxford University Press. doi:https://doi.org/10.1093/acrefore/9780190264093.013.1367
- Msiza, V., Mbatha, N., & Ndlovu, N. (2022). Finding Humanity, Finding Ourselves: How our Critical Friendship Reignited our Desire for Futures in Academia. In Lyle, E (eds). Re/Humanizing education. Brill/Sense. (pp. 210-219.
- Msiza, V., Mbatha, N., & Zondi, T., (2021). Mapping a model for peer assessment: Narratives of academics in a South African teacher education institution. In L. Sosibo & E. Ivala (Eds.), Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Vernon Press. (pp. 85-97).
- Ndlovu, N., Mbatha, N., & Msiza, V. (2020). COVID-19 and Currere: Looking back and going forward. 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. (Alternation African Scholarship Book Series Volume #01.) Durban: CSSALL Publishers. (pp. 37-55). DOI: https://doi.org/10.29086/978-0-9869936-1-9/2020/AASBS01
Conference Presentations
- Mbatha, N, Msiza, V, Ndlovu, N, & Zondi T (2019 October). The Possibilities, Pitfalls and Pleasures of early career academics in South Africa. Panel discussion at the South African Education Research Association: Beyond boundaries: Exploring possibilities through research and innovation, Durban, South Africa
- Msiza, V (2019 August). Meanings of gender equity and equality: Narratives of male foundation phase teachers in Mpumalanga, South Africa. Paper presented at the World Education Research Association, Tokyo, Japan
- Msiza, V, Zondi, T & Couch, L (2018 August). Lecturers’ use of peer assessment as a possibility in the era of massification in higher education. Paper presented at the World Education Research Association, Cape Town, South Africa
- Msiza, V (2017 October). “You are a male teacher but you have a woman’s heart”: privilege and societal constructions of a foundation phase male teacher identity. Paper presented at the South African Education Research Association: Education in an era of decolonisation and transformation, Port Elizabeth, South Africa
Teaching Expertise
- Online and/ or hybrid teaching.
- Innovative and multiple ways of assessment.
- Curriculum Planning and implementation.
- Interactive methods of teaching.
Student Supervision
Honours
Masters
Honours
- Ms Xoliswa Buthelezi (2022) Dyslexic learners in the intermediate phase: Literature review on teacher’s experiences in South Africa.
- Ms Nokwabela Qwabe (2022)Exploring the challenges and opportunities presented by Covid-19 crisis in rural South African high schools.
- Mr Siduduzo Qwabe (2021) Understanding the formative assessment practices: A desktop study on primary schools.
- Ms Angelbatch Ndlovu (2021) Exploring the formative assessment practices in primary mathematics.
- Mrs Christina Naidoo (2020) Exploring the assessment shift in South African basic education: from apartheid to Covid-19 era.
- Ms Nthabiseng Raseroka (2019) Assessing large classrooms in higher education: exploring lecturer’s assessment practices at a South Africa University.
- Mr Welcome Ngwabe (2019) Geography final year students’ experiences of formative assessment in map work.
- Ms Sibahle Msomi (2019) Students’ perceptions of a decolonised assessment practice in a teacher education institution.
- Ms Arthi Maharaj (2019) Final year students experiences of Teaching Practice assessments in a teacher education institution.
- Ms Phakamile Mazibuko (2019) Exploring pre-service teachers’ experiences of peer assessment at a selected teacher education institution in KZN.
- Mr Siphamandla Msweli (2018) Online assessment in higher education: Exploring the experiences of final year students in one South African University.
- Ms Londiwe Couch (2017) Exploring the use of Peer-Assessment by lecturers’ at a South African Higher Education Institution.
Masters
- Ms Phakamile Mazibuko (2022) Negotiating gender identities in Higher Education: Experiences of female residence assistants at selected student residences in Durban.
- Ms Nompumelelo Mtshweni (2020) Exploring teachers’ experiences in using formative assessment strategies in foundation phase (isiNdebele) home language within Kwaggafontein East Circuit.
- Mrs Simangele Mkhize (2019) Exploring male teachers experiences of teaching young learners in the foundation phase (Grade R-3): A case of Zulu men.
- Mrs Pinky Buthelezi (2018) Exploring Teachers’ Experiences In Implementing Natural Sciences Curriculum And Assessment Policy Statement In Grade Nine: A Case Study Of Five Schools Within Umlazi District.
Community Involvement
- Involved in teaching Edgewood students on using Endnote.
- Cluster representative in the school community engagement committee