Prof Mlamuli Nkosingphile Hlatshwayo

Associate Professor
Name: Mlamuli Nkosingphile Hlatshwayo
Location: B Ring 216 Auckland Park Kingsway Campus
Ali Mazrui Centre for Higher Education  Staff Members

Contact Details:
Tel: 011 599 7256

Email: mhlatshwayo@uj.ac.za

About Prof Mlamuli Nkosingphile Hlatshwayo

Professor Mlamuli Nkosingphile Hlatshwayo is an Associate Professor at the Ali Mazrui 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 re-thinking the public university beyond the neoliberal colonisation. Prof Hlatshwayo has over 32 peer-reviewed publications and over 80 national and international conference presentations, invited seminars and public lecturers. 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 the visiting scholar at the University of Connecticut’s Neag School of Education for 2018-2019, the Jakes Gerwel Distinguished Fellow in Education, as well as the 2021-2022 Andrew W. Mellon Early Career Fellow in higher education. He served as a member of the Council on Higher Education (CHE)’s Review of Higher Education in South Africa Twenty-Five Years into Democracy (2022). He is the current grant recipient of the National Institute for the Humanities and Social Sciences’ catalytic grant, focusing on “older” early career academics in South African higher education. Prof Hlatshwayo’s co-edited book, Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa, was published with Routledge in 2022. He was recently elected to be an executive member of the South African Education Research Association (SAERA) for 2023-2024.

Publications:

• Gachago, D., Hlatshwayo, MN., Van Heerden, L., and Nkoala, S., (2024). Two unlikely bedfellows: Towards a decolonial unconference methodology. Critical Studies in Teaching and Learning.
• Hlatshwayo, MN. & Mbatha, AD. (2024). From the emergency remote teaching to an emancipatory pedagogy: Lessons for the next pandemic through Ubuntu currere. Transformation in Higher Education.
• Hlatshwayo, MN & Mfeka, N.N. (2024). Kunzima, it’s not for the fainthearted: Narratives of the student representative council in negotiating student leadership in higher education. South African Journal of Higher Education.
• Hlatshwayo, MN. & Majozi , NVG. (2023).Young, gifted, and Black: Exploring Black early career academics’ experiences in negotiating their being and belonging in a South African university. SA Journal of human Resource Management.
• Hlatshwayo, MN. (2023). Academic development in the period of disruption: A decolonial insight. In Shoba, R. and Chitanand, N. (Eds.). Academic Staff Development Disruptions, Complexities, Change (Envisioning new Futures).
• Hlatshwayo, MN. & Ngcobo, BM. (2023). Are we there yet? An intersectional take on Black women academics’ experiences in a South African university. Journal of Education 1(92): 169-185.
• Hlatshwayo, MN. (2023). When they see and hear us: Black students and the fight for a decolonial university in South Africa. In Conner, J., Raaper, R., Valenzuela, CG. And Gauthier, L. (Eds.). Bloomsbury Handbook of Student Voice in Higher Education. London: Bloomsbury Publishing.
• Hlatshwayo, MN & Ngcobo, BM. (2023). Doing just enough to get by: Voices of Black female early career academics in navigating the publish or perish discourse in South Africa. Education as Change 27(1): 1-21.
• Hlatshwayo, MN, Zondi, TA, and Mokoena, TD. (2023). It gives me anxiety! Black Academics’ experiences of teaching large classes during/ post the Covid-19 pandemic in a South African university. Perspectives in Education 41(2), 104-119.
• Hlatshwayo, MN. (2023). Decolonising the South African University: First Thoughts. South African Journal of Higher Education 37(3), 100-112.
• Hlatshwayo, MN. (2022). The rise of the neoliberal university in South Africa: Some implications for curriculum imagination(s). Education as Change, 26 (1), 1-21.
• Hlengwa, A., Hlatshwayo, MN, and Ngcwangu, S. (2022). Access and Success with a Focus on Public Higher Education. Review of Higher Education in South Africa Twenty-five years into Democracy. Pretoria: Council on Higher Education. CHE: Pretoria.
• 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., Blackie, M. 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& 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.
• 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.