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Prof Mlamuli Nkosingphile Hlatshwayo

Associate Professor
Name: Mlamuli Nkosingphile Hlatshwayo
Location: B Ring 216 Auckland Park Kingsway Campus
Ali Mazrui Centre for Higher Education, NRF Rated Researchers  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:

BOOKS: 

  • Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA and Maluleka, P. (2022). Decolonizing Knowledge and Knowers: Struggles for University Transformation in South Africa. London and New York: Routledge.

 

BOOK CHARPTERS: 

  • 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). Stellenbosch: African Sun Media.
  • 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.
  • 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.
  • Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA., and Maluleka, P. (2022). Introducing ‘decolonising knowledge and knowers. In Hlatshwayo, MN., Fataar, A., Adendorff, H., Blackie, MA., and Maluleka, P. (Eds.). Decolonising Knowledge and Knowers: Struggles for University Transformation in South Africa. London and New York: Routledge.
  • 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.
  • Hlatshwayo, MN. (2020). The Emergence of the Lockdown University: Pitfalls, Challenges, Opportunities. In Ramrathan, L., Ndimande-Hlongwa, N. Mkhize, N. & Smit, J.A. (Eds.). Rethinking the Humanities Curriculum in the Time of COVID-19. Volume #01. Pietermaritzburg: Alternation African Scholarship Book Series.

 

JOURNAL ARTICLES:

  • Munyaradzi, J. & Hlatshwayo, M. N. (2025) Theorising the Voices of Senior Academics on Decolonising the University Curriculum in an Open Distance E-Learning Institution in South Africa. African Journal of Inter/Multidisciplinary Studies, 7(1), pp. 1–13. https://doi.org/10.51415/ajims.v7i1.1685
  • Hlatshwayo, M. (2024). Women postdocs in a neoliberal higher education in South Africa. Southern African Review of Education, 29(2), 35–49.
  • Hlatshwayo, MN. (2024). You’re brought in as a workhorse and there’s no real security here! Postdocs, precarity and the neoliberal university in South Africa. PINS – Psychology in Society 66(2): 26-44.
  • 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 38(5): 245‒262.
  • Hlatshwayo, MN. (2024). On pipelines and precarity: Competing narratives on the roles and functions of postdocs in South African higher education. Education as Change 28(16746): 1-19.
  • Hlatshwayo, MN. (2024). A decolonial reading of Bernstein’s sociology of education in transforming the university in South Africa. Acta Academica 56(1): 62-79.
  • Hlatshwayo, MN. (2024). On violence in South African higher education: An ideological perspective. Perspectives in Education 42(1), 238-253.
  • Gachago, D., Hlatshwayo, MN., Van Heerden, L., and Nkoala, S. (2024). Two unlikely bedfellows: Towards a decolonial unconference methodology. Critical Studies in Teaching & Learning 12(1), 21-43.
  • Hlatshwayo, MN. (2024). Beyond the neoliberal university: Problematising the staffing South Africa’s universities framework. TD: Journal of Transdisciplinary Research in Southern Africa 20(1): 1-8.
  • Hlatshwayo, MN. & Mbatha, AD. (2024). Beyond COVID-19: Teaching and learning lessons for the next pandemic through Ubuntu currere. Transformation in Higher Education 12(0), 1-8.
  • Hlatshwayo, MN. & Majozi, NVG. (2024). 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 22(1), 1-8.
  • 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 & 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.
  • 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: Reimagining 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. (2020). Being Black in South African higher education: An intersectional insight. Acta Academia 52(2), 163-180.
  • Hlatshwayo, MN, Shawa, LB. and Nxumalo, SA. (2020). Ubuntu currere in the academy: A case study from the South African experience. Third World Thematics (1)1, 1-17.
  • Hlatshwayo, MN & Zondi, TA. (2020). Gazing at South African higher education transformation through the potential role of the Wesleyan quadrilateral: A theological approach. HTS Teologiese Studies / Theological Studies. 76(1).
  • Hlatshwayo, MN & Shawa, LB. (2020). Towards a critical re-conceptualisation of the purpose of higher education: The role of Ubuntu-Currere in re-imagining teaching and learning in South African higher education. Higher Education Research & Development 39(1) 26-38.
  • Hlatshwayo, MN. (2019). Thinking through the organic crisis and epistemic disobedience in South African higher education curricula: Making Political Science relevant. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. 27(1) 6587.
  • Hlatshwayo, MN & Fomunyam, KG. (2019a). Theorising First-generation Students’ Successes at a Historically White South African University. Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa 28 (4) 84-115.
  • Hlatshwayo, MN & Fomunyam, GK. (2019b). Theorising the #MustFall Student Movements in Contemporary South African Higher Education: A Social Justice Perspective. Journal of Student Affairs in Africa. 7(1) 61-80.
  • Hlatshwayo, MN & Fomunyam, GK. (2019c). Views from the margins: Theorising the experiences of Black working-class students in academic development in a historically white South African university. TS: The Journal for Transdisciplinary Research in Southern Africa. 15(1): 1-11.
  • Vincent, LD & Hlatshwayo, MN. (2018). Ties That Bind: The Ambiguous Role Played by Social Capital in Black Working Class First-Generation South African Students’ Negotiation of University Life. South African Journal of Higher Education 32(3). 118-138.
  • Hlatshwayo, MN & Fomunyam, GK. (2018a). Genopolitics: The dormant niche in political science curriculum in South African universities. TD: The Journal for Transdisciplinary Research in Southern Africa 14(1). 1817-4434.
  • Hlatshwayo, MN & Fomunyam, GK. (2018b). Othering the Higher Education Sector in Governance and Democratic Processes in Africa. CODESRIA Bulletin 1(2): 26-29.

 

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