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Centre Staff

Prof Emnet Tadesse Woldegiorgis
Prof Emnet Tadesse Woldegiorgis


Professor Emnet Tadesse Woldegiorgis is an Associate Professor and Director of the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg.

Professor Woldegiorgis has been researching higher education issues in Africa since 2006.

He completed his PhD at the University of Bayreuth, Germany, where he worked as researcher since 2015. His research focuses on South-South partnership models, regionalisation and internationalisation of higher education in Africa. He did his joint Master’s degree in Higher Education Studies at Oslo University in Norway, Tampere University in Finland, and Aveiro University in Portugal. He is certified in two advanced level research trainings in higher education in the Netherlands at the Centre for Institutional Cooperation (ICIS) Vrije Universiteit, Amsterdam; and training on Leadership and Management of Higher Education Institutions in Maastricht School of Management. Prior to his position at Bayreuth University, he was Head of the Quality Assurance Office, Head of Department and team leader at Mekelle University, Ethiopia, for four years. He has published a number of articles and book chapters on higher education issues, particularly theories of regionalisation, student mobility, cost sharing, and harmonisation of higher education systems in Africa. Currently, he is working on the re-conceptualisation of academic freedom in Africa.

Recent Publications:
Woldegiorgis, E. T. (2021). Decolonising a higher education system which has never been colonised’. Educational Philosophy and Theory, 53(9), 894-906.
Woldegiorgis, E. T. (2021). Configurations of progress and the historical trajectory of the future in African higher education. Educational Philosophy and Theory, 1-15.

Woldegiorgis, E. T. (2021). Inclusive Higher Education for Students With Disabilities: A Proactive Approach Towards Epistemic Access in Ethiopia. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (pp. 235-250). IGI Global.

Woldegiorgis, E. T. (2020). The emergence of decolonisation debates in African higher education: A historical perspective. In Decolonisation of Higher Education in Africa (pp. 17-35). Routledge.

Brahima, A., Turner, I., & Woldegiorgis, E. T. (2020). Epilogue: A long way towards a decolonial future in African higher education. In Decolonisation of Higher Education in Africa (pp. 230-240). Routledge.

Woldegiorgis, E. T., Turner, I., & Brahima, A. (Eds.). (2020). Decolonisation of Higher Education in Africa: Perspectives from Hybrid Knowledge Production. Routledge.

Woldegiorgis, E. T. & Cross, M. (2020) Book Review: Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity. Edited by Emefa J. Takyi-Amoako and N’Dri T. Assié-Lumumba. Palgrave

Woldegiorgis, E.T. & Scherer, C. (2019). Trends in Higher Education Partnership between African and European Universities. Rotterdam: Sense Publishers/Springer.

Woldegiorgis, E.T. & Knight, J. (2017). Regionalization of African Higher Education: Progress and Prospects. Rotterdam: Sense Publishers/Springer.

Dr Logan V Govender
Dr Logan V Govender

Senior Lecturer

Prior to joining AMCHES, Dr Govender was the Education Thematic Head of Save the Children South Africa from July 2016 to August 2019, responsible for programming in Early Childhood Development (ECD) and Basic Education. With more than 25 years’ experience in the education sector, he has worked as a teacher, policy analyst, independent researcher, and as Senior Research Manager in the Education and Skills Development programme of the Human Sciences Research Council, Pretoria. He has consulted for parastatals and policy think tanks and has held part-time research associate positions with the University of Johannesburg and the Cape Peninsula University of Technology. He has a PhD in Education Policy and Management from the University of the Witwatersrand (2008); and holds a Master’s degree in Applied Linguistics from the University of Illinois at Chicago. Dr Govender has several research-based, peer-reviewed publications to his credit, focusing on education policy analysis, teacher union-state relations and education reform. He is currently working on higher education curriculum issues and teacher professionalism and unionism.

Recent Publications:

Cross, M. & Govender, L. (2021). Researching higher education in Africa as a process of meaning-making: Epistemological and theoretical considerations. Journal of Education (University of KwaZulu-Natal), (83), 14-33.

Ngoma, W., Govender, L. and McLennan, A. (eds.). (2017). Re-imagining Basic Education in South Africa: Lessons from the Eastern Cape. Johannesburg: MISTRA and Real African Publishers.

Govender, L. (2015). Teacher unions’ participation in policy making: A South African case study. Compare: A Journal of Comparative and International Education, 45:2, i-i, DOI: 10.1080/03057925.2013.863070.

Ms Loria Mokoena
Ms. Loria Mokoena

Administrative Assistant

Ms. Mokoena is the Administrative Assistant at the Ali Mazrui Centre for Higher Education Studies. She was previously Administrative Assistant in the Faculty of Education, University of Johannesburg, assisting with postgraduate administrative coordination. She holds a BA degree in Humanities from the University of Johannesburg and has completed a Diploma in Project Management. Loria’s research interests lie in the area of racial identity formation

Distinguished Visiting Professors

Prof N’dri Thérèse Assié Lumumba

Prof N’Dri Thérèse Assié-Lumumba

N’Dri Thérèse Assié-Lumumba is Professor at Cornell University in the Africana Studies and Research Centre and Director of the Cornell Institute for African Development (IAD). She is President of the World Council of Comparative Education Societies (WCCES), Chair of the Scientific Advisory Committee (SAC) of UNESCOS’s Intergovernmental Programme for the Management of Social Transformations (MOST), and past President of Comparative and International Education Society (CIES). Her past positions at other institutions include Distinguished Visiting Professor in the Graduate School of Education at the American University in Cairo, Extraordinary Professor in the Department of Education Policy Studies at Stellenbosch University, Visiting Professor in the Center for International Cooperation in Education (CICE) at Hiroshima University in Japan, Resident Fellow in the UNESCO International Institute for Educational Planning (IIEP) in Paris, and Carnegie Diaspora Fellow in the Department of Sociology at the University of Ghana. She has published extensively on various areas and levels of education, especially higher education and serves as editor or on editorial committees of numerous peer-reviewed journals. Her awards and academic distinctions include life-time Fellow of the World Academy of Art and Science, Fulbright Senior Research Fellow, Cornell-Africana Studies/Ford Foundation Fellow and member of scientific committees and senior advisor for numerous national agencies and international organisations;  she received the 2010 Distinguished Africanist Award and the 2017 Ali A. Mazrui Outstanding Publication/Book & Educational Activities Award of New York State African Studies Association (NYASA). Her article ‘Educational and Economic Reforms, Gender Equity, and Access to Schooling in Africa’ published in the International Journal of Comparative Sociology, Vol. XLI, No. 1, 2000, won the 2001 Joyce Cain Award for Distinguished Research on African Descendants, which recognizes “an outstanding article that demonstrates academic rigor, originality, and excellence, and contributes to a better understanding of the experiences of African descendants”. She studied at Université d’Abidjan (Côte d’Ivoire), Université Lyon II (Université Lumière-France), Université Laval (Canada) and University of Chicago (USA) where she earned her PhD in Comparative Education (Economics and Sociology).

Recent publications and forthcoming publications:

Assié-Lumumba, N. T. and Dianteill, E. (eds.) Les sciences sociales face à la pandémie de COVID19:  État des connaissances et propositions d’action. UNESCO (forthcoming, 2022).

Assié-Lumumba, N.T. (ed.) African Renaissance: Practicality in the 21st Century with Indigenous Knowledge and Fusion by Choice. Trenton, New Jersey: Africa World Press. (forthcoming, 2022).

Assié-Lumumba, N.T., Cross, M., Bedi K. and Ekanayake, T.M.S.S.K (eds.) Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu. WCCES-Brill Book Series. (forthcoming, 2022).

Boyce Davies, C. and Assié-Lumumba, N.T. Pan African Connections: Personal, Intellectual, Social. Trenton (New Jersey): Africa World Press, 2021.

Ndulo, M.  & Assié-Lumumba, N.T. (eds.) Education and the Development of Human Capital: Outcomes for Equity and Governance in Africa. New York: Palgrave Macmillan, 2020.

Amoako E. & Assié-Lumumba, N.T. (eds.) Re-visioning Education in Africa: Ubuntu-Inspired Education for Humanity. New York: Palgrave MacMillan, 2018.

Research Associates

Prof Sabelo J. Ndlovu Gatsheni
Prof Sabelo J. Ndlovu-Gatsheni

Prof Sabelo J. Ndlovu-Gatsheni is a historian and decolonial/postcolonial theorist. He is currently Professor and Chair of Epistemologies of the Global South with Emphasis on Africa at the University of Bayreuth in Germany and member of the Africa Multiple Cluster of Excellence at the same institution. In addition, Prof Ndlovu-Gatsheni holds several professorships including Professor Extraordinarius in the Department of Leadership and Transformation (DLT) at the University of South Africa (UNISA); Professor Extraordinarius at the Centre for Gender and African Studies at the University of Free State (UFS) in South Africa; Honorary Professor in the School of Education (Education & Development Studies) at the University of KwaZulu-Natal (UKZN) in South Africa; Visiting Research Fellow at the Johannesburg Institute for Advanced Study (JIAS) at the University of Johannesburg (UJ) in South Africa; and is also a Research Associate of The Ferguson Centre for African and Asian Studies at The Open University in the United Kingdom. He is also founding Head of the Archie Mafeje Research Institute for Applied Social Policy (AMRI) and the founder of the Africa Decolonial Research Network (ADERN), both at the University of South Africa, and is a member of the Academy of Science of South Africa (ASSAf). His field of work includes decolonial/postcolonial theory, empire & colonialism, politics of knowledge & decolonization of higher education, and he has fieldwork and archival experience in South Africa and Zimbabwe. Professor Ndlovu-Gatsheni has over a hundred publications to his name, which bear testimony to his global scholarly influence.

Recent publications

Ndlovu-Gatsheni, S.J. (2021). Marxism and Decolonization in the 21st Century: Living Theories and True Ideas. Routledge.

Ndlovu-Gatsheni, S.J. (2020). Decolonization, Development and Knowledge in Africa: Turning Over a New Leaf. Routledge.

Ndlovu-Gatsheni, S.J. (2020). The History and Political Transition of Zimbabwe: From Robert Mugabe to Mnangagwa. Palgrave Macmillan.

Prof Kanishka Bedi
Prof Kanishka Bedi

Kanishka Bedi is President of the Indian Ocean Comparative Education Society (IOCES) and Executive Director of the World Council of Comparative Education Societies (WCCES). Professor Bedi has held several leadership and academic positions at various institutions in India, Malaysia, Singapore, South Africa, Switzerland, United Arab Emirates, and the USA during more than 25 years of his career. He has received several awards globally for his academic leadership, teaching and research. His current research interests are comparative studies of national and international curricula, online education, and educational reforms. He is the Editor of World Voices Nexus: The WCCES Chronicle.

Latest publications:

Assie-Lumumba, N., Cross, M., Bedi K. and Ekanayake, T.M.S.S.K. (forthcoming in 2021). Comparative Education for Global Citizenship, Peace and Shared Living through uBuntu. WCCES Brill Sense Book Series.

Bedi, K. (2021). Developing a New World Curriculum in the Context of Globalization. New Horizons of Training and Education in the Global Educational Space, Council on Comparative Education in Kazakhstan.

Bedi, K., Deshmukh, N.D., Ekanayake, T.M.S.S.K. and Vitharana, P. (2021). Comparing International and National Science Curricula to create a New Science World Curriculum. World Voices Nexus: The WCCES Chronicle, Vol. 5 No. 1.

Mr Ahmed Essop
Mr Ahmed Essop

​Ahmed Essop is an independent consultant with over 20 years’ experience in higher education policy and planning. He has been involved in key initiatives linked to the transformation of the higher education system in South Africa, having served as the Chief Executive Officer of the Council on Higher Education (CHE) between 2010 and 2015 and as Chief Director for Higher Education Planning in the former Department of Education between 1997 and 2005. Mr Essop holds an Honours degree in Sociology from the University of Essex and a Master’s in International Education Development from Stanford University. He is currently researching the size and shape of Higher Education in South Africa and is involved in several projects on student access and success in Higher Education.

Recent Publications:
Essop. A. (2018). South African universities shouldn’t be playing the global rankings game. The Conversation, 31 October.

Essop, A. (2015). The Report on the State of the Arts, Humanities and Social Sciences in South African Universities. Mellon Foundation.

Ephraim Taurai Gwaravanda 

Ephraim Taurai Gwaravanda holds a PhD in Philosophy from the University of South Africa (UNISA). He is a research associate at the Ali Mazrui Centre for Higher Education Studies and a philosophy lecturer at Great Zimbabwe University. He has published several scholarly articles and book chapters in African epistemology, critical thinking and indigenous knowledge systems in the context of higher education. He has recently co-edited two books, namely African Higher Education in the 21st century: Epistemological, Ontological and Ethical Perspectives (Brill/Sense, 2021) and Mediating Learning in Higher Education in Africa: From Critical Thinking to Social Justice Pedagogies (Brill/ Sense, 2021).

Recent publications

Gwaravanda, E.T. & Ndofirepi, A.P. (2021). Grounding Teaching and Learning in African Higher Education. In Mediating Learning in Higher Education in Africa (p. 1-10). BRILL.

Gwaravanda, E.T. (2021). Ubuntu and African Disability Education: An Ethical Perspective From the Global South. In Social, Educational, and Cultural Perspectives of Disabilities in the Global South (p. 1-14). IGI Global.

Dr P Woelert Photo

Dr Peter Woelert

​Dr Peter Woelert is a Senior Lecturer at the Melbourne Graduate School of Education at the University of Melbourne, with a background in philosophy (PhD, University of New South Wales) and sociology (MA, University of Frankfurt, Germany). His research focuses on higher education governance, organisational dynamics and national funding settings, among other HE issues. More recently, he has developed a growing research interest in novel forms and dynamics of bureaucratisation within universities and in the sociology of organisations more broadly.
Recent Publications:

Yates, L., Woelert, P., Millar, V. and O’Connor, K. (2016). Knowledge at the Crossroads? Physics and History in the Changing World of Schools and Universities. Springer.

Woelert, P. and Yates, L. (2015). Too little and too much trust: Performance Measurement in Australian Higher Education. Critical Studies in Education 56(2): 175-189.

Woelert, Peter. (2015). The ‘Logic of Escalation’ in Performance Measurement: An Analysis of the Dynamics of a Research Evaluation System. Policy and Society, 34(1): 75-85.

Prof Amasa Philip Ndofirepi
Prof Amasa Philip Ndofirepi

​Prof Amasa Philip Ndofirepi is a research associate at the Ali Mazrui Centre for Higher Education Studies and Associate Professor in the Department of Education and Curriculum Studies at the University of Johannesburg. He holds a PhD in Philosophy of Education from the Wits School of Education, University of the Witwatersrand, and a Master’s degree in Philosophy of Education from the University of Zimbabwe. His research interests lie in the field of knowledge, change and social justice in the African university. He has published widely and is an editor of the book series, African Higher Education: Developments and Perspectives.
Recent Publications:

Cross, M. and Ndofirepi, A. (eds.). (2017). Knowledge and Change in African Universities. Volume 1: Current Debates. Rotterdam: Sense Publishers.

Cross, M. and Ndofirepi, A. (eds.). (2017). Knowledge and Change in African Universities. Volume II: Re-imagining the Terrain. Rotterdam: Sense Publishers.

Dr Oliver Seale
Dr Oliver Seale

Dr Oliver Seale is the Director of the Higher Education Leadership and Management (HELM) programme at Universities South Africa (USAf). Prior to that, he was the Director of Executive Education at the Graduate School of Business Leadership at the University of South Africa (UNISA). Dr Seale has extensive experience in strategic planning, change management, business development, programme/project management, relationship and stakeholder management in various organisational environments. He holds a PhD in Leadership Development from the University of the Witwatersrand and has published various articles on university leadership, management and leadership development. He is currently working on a monograph on executive deanship in South African universities.
Recent Publications:

Seale, O.J. (2021). Deanship in the Global South: Bridging Troubled Waters. Netherlands: BRILL.

Seale, O. and Cross, M. (2018). Executivism and Deanship in Selected South African Universities. Oxford Review of Education, 44(3): 275-290.

Seale, O. and Cross, M. (2016). Leading and managing in complexity: the case of South African deans. Studies in Higher Education, 41(8): 1514-1532.

Ibrahim Oanda
Dr Ibrahim Oanda

Ibrahim Oanda heads the Training, Grants and Fellowship programme at CODESRIA. Before his current appointment, Oanda served the Council as programme officer researcher (June 2015-June 2016), and as Coordinator of the Higher Education Leadership programme, HELP (June 2012-August 2014). Oanda joined CODESRIA from Kenyatta University, Kenya, where he taught as Associate Professor in the Department of Educational Foundations. He has research interests in African higher education and has published journal articles and book chapters and co-authored one book on privatization of higher education in Africa. Oanda is currently part of a collaborative research project on ‘The Imprint of Education in Resource Constrained Contexts (TIER)’, led by the Human Sciences Research Council of South Africa and funded by the Mastercard Foundation.

Recent Publications:

Oanda, Ibrahim and Sifuna, Daniel. (2019). A Review of the Challenges to Political and Socio-Economic Development in Kenya. Progress in Economics Research, 42.

Dr Seifudein Adem
Dr Seifudein Adem

Seifudein Adem is currently Professor of Global Studies at Doshisha University, Kyoto, Japan. He has taught in Ethiopia (1988-1992), Japan (2000-2005), USA (2006-2016) and China (2017). He has also served as President of the New York African Studies Association (2010-2011). Born and raised in Ethiopia, where he received his early education, he holds a BA with distinction (Political Science), MA (International Relations) and PhD (International Political Economy). Dr Adem’s research generally focuses on Africa’s interactions with Asia’s major powers. In addition, he is conducting research on the scholarship of Ali Mazrui.

Recent Publications:

Adem, S. (2021). Postcolonial Constructivism. In Postcolonial Constructivism. Cham Palgrave Macmillan.

Adem, S. (2020). Reason and Number: African Reflections on Japan. In Anthony and Ruppert (eds.). Reconfiguring Transregionalisation in the Global South: 41-60. Palgrave: Macmillan, Cham.

Adem, S. (ed.). (2016). China’s diplomacy in Eastern and Southern Africa. New York: Routledge.

Dr Loïse Jeannin
Dr Loïse Jeannin

Dr Loïse Jeannin is a Research Associate at the Ali Mazrui Centre for Higher Education Studies, University of Johannesburg, South Africa; and is Project Manager and Research Fellow in a French research centre (Laboratoire ACTé, EA 4281, Université Clermont Auvergne, France). Her research focuses on professional development programmes for university lecturers, academic mobility and adaptation processes abroad. She has published several research articles on teacher professional development in international universities. Her DEd thesis with Walden University (United States) was on ‘Professional development needs of faculty members in an international university in Thailand’. Dr Jeannin has taught in various international universities in France (Paris), Thailand (Bangkok) and South Africa (Johannesburg). She is currently a project manager of a university programme promoting active learning pedagogies (Learn’in Auvergne) such as blended programmes, hackathons, and virtually augmented learning to increase students’ engagement and facilitate deep learning. She received the Walden Research Dissemination Award in 2017 and the Best Paper Award at the 4th International Conference on Teaching and Learning (Bangkok) in 2013.

Recent Publications:

Jeannin, L., Long, C. & Nyoni, P. (2021). Agency within the Context of Pedagogies, Epistemologies and the Transformative Curricula. In Transformative Curricula, Pedagogies and Epistemologies (p. 1-10). BRILL.

Jeannin, L. & Ojo, E. (2021). Culturally responsive differentiated instruction: What lessons for economics lecturers in South Africa? In Transformative Curricula, Pedagogies and Epistemologies (p. 138-148). BRILL.

​Postdoctoral Research Fellows

Dr Sibonokuhle Ndlovu
Dr Sibonokuhle Ndlovu

Dr Sibonokuhle Ndlovu was a research intern at the University of KwaZulu-Natal, conducting research for the national project, Education and Emancipation. She completed her PhD at the Wits School of Education, University of the Witwatersrand in 2017. Her research interests lie in the inclusion of students with disabilities in higher learning and transformation in higher education. Her current research focuses on faculty members’ experiences in including students with disabilities in South Africa.

Recent Publications:
Nyoni, P. and Ndlovu, S. (2019). Africanisation of Economies through Ubuntu? Business and Kinship Obligation in Urban South Africa. Langa: Research & Publishing Common Initiative Group.

Ndlovu, S. (2019). Access into professional degrees in South African higher learning: A decolonial perspective. African Journal of Disability, 8: 1-12.

Dr Phefumula Nyoni
Dr Phefumula Nyoni

Dr Phefumula Nyoni has lectured in Anthropology and Sociology at various South African universities and has been a research and policy consultant with several organisations. Dr Nyoni has associated with a number of universities, including the University of the Witwatersrand, Rhodes University, Walter Sisulu University and the University of Zimbabwe. He completed his PhD in Economic Anthropology at the University of the Witwatersrand. His research interests include education transformation, quality assurance and curriculum design in tertiary institutions, reconfiguration of urban spaces, poverty alleviation and human rights.

Recent Publications:
Nyoni, P. (2019) Africanisation of Economies through Ubuntu? Business and Kinship Obligation. In Warikandwa, T.V., Nhemachena, A., Mpofu N. and Chitimira H. (eds). Urban South Africa in Grid-locked African Economic Sovereignty: Decolonising the Neo-Imperial Socio-Economic and Legal Force fields in the 21st Century. Bamenda: Langaa RPCIG.

Nyoni, P. (2017). Unsung heroes? An Anthropological Approach into the Experiences of Zamazamas in Johannesburg, South Africa. In Nhemachena, A. Warikandwa, T.V. Mining Africa: Law, Environment, Society and Politics in Historical and Multidisciplinary Perspectives. Bamenda: Langaa RPCIG.

Dr Dennis Zami Atibuni
Dr Dennis Zami Atibuni

Dr Dennis Atibuni’s research interests include student research engagement in higher education; pre-service and in-service teacher education; pedagogy of science and mathematics education; educational leadership and management; education for sustainable development; educational assessment and research methodology. He is author and co-author of several refereed journal articles and book chapters and serves as reviewer for different international journals. Dr Atibuni has presented papers and served as invited guest speaker at various conferences, seminars and workshops. He obtained his doctorate in Educational Psychology from Mbarara University of Science and Technology (MUST), Uganda, in 2017.

Recent Publications:
Atibuni, D.Z. (ed.). (2019). Postgraduate Research Engagement in Low Resource Settings. IGI Global.

Atibuni, D.Z. (2019). Shifting from Assessment of Learning to Assessment for Learning in Postgraduate Research. Psychology and Education Journal: An Interdisciplinary Journal, 56(2).


​dr Olaide Agbaje
Dr Olaide Agbaje

Dr Olaide Agbaje obtained her PhD in Education Management, Law and Policy from the University of Pretoria in 2020. She received an award for the ‘Best PhD abstract for completed research’ at the University of Pretoria, Faculty of Education Research Indaba 2019. Her research interest spans various aspects of higher education with a focus on the internationalisation of higher education and international student mobility. Dr Agbaje has presented academic papers at various conferences and workshops within and outside Africa, and published on higher education issues.

Recent publications:

Agbaje, O. (2020). Internationalization Efforts in the Nigerian Higher Education Sector. In Adeyemo K. (eds) The Education Systems of Africa. Global Education Systems. Springer, Cham.

Sehoole, C.T. and Agbaje, O. (In press). The Future of South African Universities as Engaged Institutions that are Globally Networked and Locally Responsive. In Eggins, H., Smolentseva, A. and de Wit, H. (Eds.) Higher Education in the Next Decade: Global Challenges, Future Prospects. Brill, The Netherlands.

Dr Gloria Erima Maina

Dr Gloria Erima Maina


Dr Gloria Erima Maina researches issues of access, equity and social justice in education. She has a PhD in Education Leadership and Policy from the University of the Witwatersrand. Her thesis focused on issues of epistemological  access and opportunities available to learners residing in schools facing multiple deprivations.
Gloria is one of the editors  of a forthcoming book: Unyoking African University Knowledges.

Recent publications

Erima, G. (2020). The meaning of social justice for rural education: Access, participation and achievement. In Rurality, Social Justice and Education in Sub-Saharan Africa Volume I (pp. 151-175). Palgrave Macmillan, Cham.

Maina, G.E. & Maringe, F. (2020). Epistemological access in disadvantaged schools: A case study of flood-prone rural schools in Western Kenya. In Inclusion as Social Justice (pp. 14-35). Brill Sense.

Dr Simon Vurayai

Dr Simon Vurayai

Dr Simon Vurayai is a postdoctoral research fellow at the Ali Mazrui Centre for Higher Education Studies (AMCHES), University of Johannesburg, South Africa. He obtained a PhD in Sociology of Education from the University of South Africa in 2018. He taught Sociology of Education in the Department of Educational Foundations at Great Zimbabwe University, Zimbabwe, before joining the University of Johannesburg. His research interests are gender studies, social justice, sociology of knowledge, sociology of mass media, sociology of development and poverty studies. He has several publications in these fields.

Recent Publications:

Vurayai, S., & Ndofirepi, A. P. (2021). The Paradox of Distributive Social Justice in Rural Satellite Primary Schools in Zimbabwe. African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society)11(3), 293-305.

Vurayai, S. (2021). Challenges faced by female students in combines Science Education in Zimbabwe. Gender & Behaviour19(2).








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