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Ndumiso Ngidi

Thesis Topic

Being an Orphan in the Age of Sexual Violence: A Participatory Visual Methods Study of Adolescents in and around a Township Secondary School in KwaZulu-Natal, South Africa
  • Ngidi, N.D., Ramphalile, M., Essack, Z. & van Rooyen, H. (2020). Exploring queerphobic geographies in Southern Africa. Agenda Feminist Journal, 12 (special issue).
  • Ngidi, N.D. & Moletsane, R. (2019). Using photovoice to engage orphans to explore sexual violence in and around a township secondary school in South Africa. Sex Education, 18 (6), 1-17.
  • Hemson, C., Ngidi, N.D., Xulu-Gama, M & Magudulela, N. (2019). Gender, violence and the first year curriculum. In R. Pattman and R. Carolissen (Eds), Transforming transformation in research and teaching at South African universities. Stellenbosch: African Sun Media
  • Khumalo, S., Ngidi, N.D, Groenewald, C., Essack, Z. & Van Heerden, A. (2018). Amazwi Ethu: speaking back: a photovoice study of adolescent risk and resilience. Paper presented at the HSRC Social Sciences Research Conference; ‘Social innovation and the promotion of social science research’, Saint George Conference Centre, 12-14 September.
  • Ngidi, N.D. & Moletsane, R. (2018). Bullying in school toilets: Experiences of secondary school learners in a South African township. South African Journal of Education, 38 (Supplement 1), October 2018.
  • Ngidi, N.D, Khumalo, S., Essack, Z., & Groenewald, C. (2018). Pictures speak for themselves: Youth engaging through photovoice to describe sexual violence in their community, in Claudia Mitchell Relebohile Moletsane (eds.), Youth Engagement through the Arts and Visual Practices to Address Sexual Violence. Rotterdam: Sense Publishers.
  • Haffejee, F., Ngidi, N. D., & Singh, D. (2018). Is the HIV epidemic changing views on marriage aspirations? Perspectives of university students in Durban, South Africa. AIDS care30(7), 853-856.
  • Ngidi, N.D. & Moletsane, R. (2018). Using Drawings to Explore Sexual Violence with Orphaned Youth in and around a Township Secondary School in South Africa. In C. Mitchell and R. Moletsane (Eds), Disrupting Shameful Legacies: Girls and Young Women Speaking Back through the Arts to Address Sexual Violence. Leiden: Brill Publishers
  • Ngidi, N. D., & Dlamini, M. A. C. (2017). Challenging heteronormative scripts through film and transformative pedagogy among TVET college students. South African Journal of Higher Education, 31(4), 267-285.
  • Ngidi, N. D., Moyo, S., Zulu, T., Adam, J. K., & Krishna, S. B. N. (2016). Qualitative evaluation of selected social factors that impact sexual risk-taking behaviour among African students in Kwazulu-Natal, South Africa. SAHARA-J: Journal of Social Aspects of HIV/AIDS, 13(1), 96-105.
  • Ngidi, N. D., Mtshixa, C., Diga, K., Mbarathi, N., & May, J. (2016, June). ‘Asijiki’and the capacity to aspire through social media: the# feesmustfall movement as an anti-poverty activism in South Africa. In Proceedings of the Eighth International Conference on Information and Communication Technologies and Development (p. 15). ACM.
  • Ngidi, N. D., & Moletsane, R. (2015). Using transformative pedagogies for the prevention of gender-based violence: Reflections from a secondary school-based intervention. Agenda, 29(3), 66-78.
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