Name: Mlamuli Nkosingphile Hlatshwayo
Location: B Ring 216 Auckland Park Kingsway Campus
Ali Mazrui Centre for Higher Education Staff Members
Tel: 011 599 7256
About Prof Mlamuli Nkosingphile Hlatshwayo
Professor Mlamuli Nkosingphile Hlatshwayo is an Associate Professor at Ali Mazrui’s Centre for Higher Education Studies at the University of Johannesburg, South Africa. His research interests include theorising higher education transformation and decolonisation in the global South, student movements and replacing African epistemic traditions in curricula. Prof Hlatshwayo has over 20 peer-reviewed publications and over 25 national and international conference presentations, and has given over 20 invited seminars/public lecturers across the South African, American, British and Indian higher education institutions. He holds a PhD in Higher Education Studies and a Masters’ degree (cum laude) in Political and International Studies from Rhodes University. Prof Hlatshwayo was a visiting scholar at the University of Connecticut’s Neag School of Education for 2018-2019. He was the 2020 Mail & Guardian 200 Young South Africans-education, the Jakes Gerwel Distinguished Fellow in Education, as well as the 2021-2025 Andrew W. Mellon Early Career Fellow in higher education. He served as a member of the Council on Higher Education’s 20-year national review of the South African higher education system in 2019-2020. He is the current project manager in the Heltasa’s National Interest Group on Decolonisation. Prof Hlatshwayo’s co-edited book, Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa, was published with Routledge in 2022.
- Hlatshwayo, MN. (2022). Social Capital and Black students: The last frontier in South African higher education transformation. Journal of Contemporary African Studies. Forthcoming.
- Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.) (2022). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. London and New York: Routledge.
- Hlatshwayo, MN. (2022). Decolonizing the university: Some preliminary notes on recontextualizing (decolonial) knowledge in the time of transformation. In Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. London and New York: Routledge.
- Hlatshwayo, MN. (2022). Introducing ‘decolonising knowledge and knowers’. In Hlatshwayo, MN., Fataar, A., Adendorff, H. and Maluleka, P. (Eds.). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. London and New York: Routledge.
- Rusznyak, L, Hlatshwayo, MN, Fataar, A. and Blackie, M. (2021). Knowledge-building and knowers in educational practices. Journal of Education, 1(18), 1-12.
- Hlatshwayo, MN (2021). The ruptures in our rainbow nation: Reflections on teaching and learning practices in the time of #RhodesMustFall. Critical Studies in Teaching & Learning 9(2), 1-18.
- Hlatshwayo, MN, Khumalo, S.D., and Nzimande, N. (2021). The pandemic is our portal: Re-imagining teaching and learning in the time of Covid-19. African Perspectives of Research in Teaching and Learning 5(1), 59-77.
- Hlatshwayo, MN, Shawa, LB, and Nxumalo, SA. (2021). Ubuntu currere in the academy: a case study from the South African experience. In Morreira, S., Luckett, K, Kumalo, S and Ramgotra, M. (Eds.). Decolonising Curricula and Pedagogy in Higher Education, New York: Routledge.
- Hlatshwayo, MN & Alexander, I. (2021). We’ve been taught to understand that we don’t have anything to contribute towards knowledge: Exploring Academics’ understanding of decolonising curricula in higher education. Journal of Education 82(1). 44-59.
- Hlatshwayo, MN. (2021). Re-thinking South African higher education calls for epistemic freedom: Beyond the abyssal line and towards the field of knowledge. In Sosibo, L and Ivala, E. (Eds.). Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Delaware: Vernon Press.