Pholoho Morojele

Prof. Pholoho Morojele

Designation Acting Dean: Research
Fax 031 260 2372
Phone 031 260 2327
Campus Howard College Campus
Office Address MTB G025
About Prof. Pholoho Morojele
Prof. Pholoho Morojele is an Associate Professor in the College of Humanities: School of Education. Professor Morojele was awarded Prolific Researcher recognition at University of KwaZulu-Natal consecutively in 2012 and 2013 based on his excellent research publication record. In 2013 the young professor had managed to maintain the status of an emerging researcher for 5 years since 2009, and he was also awarded a prestigious To 30 researcher at the University of KwaZulu-Natal. He is a Commonwealth scholar and studied as part of his PhD at the Institute of Education, University of London. He has published both nationally and internationally and has attended many conferences where he presented various papers including keynote addresses. Professor Morojele was born in Lesotho, grew up and schooled in rural Lesotho schools. His research interests and publications are in gender, children’s geographies and social justice in education. Professor Morojele’s astute leadership and academic achievements are recognized amongst his peers and through his rich experience was appointed as Academic Leader: Research & Higher Degrees in the School of Education.
Publication Record
  • Morojele P. (2014).Towards Gender Equitable Schooling: Insights from Rural Teachers’ Voice in the Local Context. Studies of Tribes and Tribals, (in Press).
  • Thamaga-Chitja JM & Morojele P. (2014).The Context of Smallholder Farming in South  Africa: Towards a Livelihood Asset Building Framework. Journal of Human Ecology, 45 (2): 147-155.
  • Chikoko, V., Pillay, D., Pithouse-Morgan, K. J., Morojele, P. & Naicker, I. (2013) What Access? Lived Experiences of International Post-graduate Students from Africa Studying in a South African University. Journal of Social Sciences, 37(2): 167-177.
  • Morojele, P. (2013) Children Speak out: Gender and Sexuality in Treacherous School Journey Terrains. Agenda, 27 (3): 14-27.
  • Morojele, P. (2013) Rural teachers’ views: What are gender-based challenges facing Free Primary Education in Lesotho? South African Journal of Education, 33 (3).
  • Morojele, P. & Muthukrishna, N. (2013) My journey to school’: Photovoice Accounts of Rural Children’s Everyday Experiences in Lesotho. Gender and Behaviour, 11 (2): 5362-5377.
  • Morojele, P. (2013) Stereotypical Conceptions of Gender in Lesotho Schools. Insights into gender equity, equality, and power relations in sub-Saharan Africa. Addis Ababa: OSSREA and Fountain Publishers.
  • Morojele, P., Chikoko, V. & Ngcobo N. (2013) Do Women Have to ‘Grow Muscles’ in Order to Successfully Manage Schools? Evidence from Some South African Female School Principals. The Anthropologist, 15 (2): 199-207.
  • Morojele, P.  (2012) Discourse as Social Communication: Implications for Gender Equitable Learning Environments. Communitas, 17: 81-99.
  • Pithouse-Morgan, K., Morojele, P., Pillay, D., Naicker, I., Chikoko, V., Ramkelawan, R. &  Rajpal, R. (2012) “The air is hostile…” Learning from an African international postgraduate student’s lived stories of a university campus as a pedagogic setting. Alternation, 19 (2): 73-93.
  • Morojele, P. (2012) Childhood Memories that Matter: A Reflexive Analysis of a Gender Study in Lesotho. Journal of Education, 55: 37 -53.
  • Morojele, P. (2012) Implementing Free Primary Education in Lesotho: Issues and Challenges. Journal of Social Sciences, 31 (1): 37 – 45.
  • Morojele, P. (2012) Innovative strides amid inequalities: Basotho girls navigating a patriarchal schooling terrain. Gender and Behaviour, 10 (1): 4401 – 4417.
  • Morojele, P. (2012) Basotho teachers’ constructions of gender: Implications on gender equality in the schools. Africa Education Review, 9 (1): 105 – 123.
  • Morojele, P. & Muthukrishna, N. (2012) The journey to school: Space, geography and experiences of rural children. Perspectives in Education, 30 (1): 90-100.
  • Morojele, P. (2011) Child participation in school governance: The case of prefects at a primary school in Lesotho. Perspectives in Education, 29 (4): 49-57.
  • Morojele, P. (2011) What does it mean to be a girl? Implications of girls’ and boys’ experiences of gender roles in rural Lesotho primary schools. Education as Change, 15 (1): 133-147.
  • Morojele, P. (2011) What does it mean to be a boy? Implications for boys’ and girls’ schooling experiences in rural Lesotho primary schools. Gender and Education, 23 (6): 677-693.
  • Morojele, P. (2011) Gender and Schooling in Lesotho Rural Communities.  Saarbrücke: LAMBERT Academic Publishing [ISBN: 978-3-8443-3343-5].
  • Makibi, M. A., Morojele, P. & Muthukrishna, N. (2010) Teacher conflict within schools: Exploring the dynamics. Journal of Educational Studies, 9 (2): 89-107.
  • Morojele, P. (2010) Feminism matters in the primary school: A case from Lesotho. Agenda, 83: 82-87.
  • Morojele, P. (2009) Gender Violence: Narratives and experiences of girls in three rural primary schools in Lesotho. Agenda, 80: 80-87.