Nomanesi Madikizela-Madiya
Biographic Data
| ID | 1707213 |
|---|---|
| NAME | Nomanesi Madikizela-Madiya |
| GIVEN NAMES | Nomanesi |
| FAMILY NAME | Madikizela-Madiya |
| SIGNATURE | MADIKIZELA-MADIYA N |
| AFFILIATIONS | University of South Africa |
| ORCID | 0000-0002-4629-2913 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Moral Selfhood and Ubuntu in Curriculum
School curricula shape adolescents’ identity and moral selfhood, yet research on indigenising historically colonised curricula remains limited. This paper examines moral identity formation in Zimbabwe’s secondary education under HeritageBased Education using Ubuntu as a normative ethical lens. It argues that dominant psychological models and neoliberal schooling prioritise individual achievementin ways that can fragment relational moral developme…
Exploring the integration of Ubuntu in secondary schools curricula
This article examines the integration of Ubuntu education, known as Ubuntugogy, as a pedagogical framework into Zimbabwean secondary schools, rather than solely as a stand-alone subject. It addresses significant gaps in the literature concerning the persistence of a Eurocentric curriculum, gender imbalances in school leadership, and the marginalisation of indigenous knowledge systems in formal education. A qualitative case study was conducted, in…
Academic identities and socio-spatial exclusions of academics with disabilities
Research on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings…
Transforming higher education spaces through ethical research publication
The publish or perish aphorism declares publishing a condition for survival in academe. It resonates with the imperatives of neoliberalism that privilege individual success, entrepreneurship, prestige, promotion (self- and institutional) and monetary gain. In this article, I contribute to the vast debates about this aphorism by arguing that its portrayal of publishing as exclusionary for survival of academics has ethical and social justice implic…
Educational Research Ethics Committees as Space for Situated Learning in Higher Education
This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experien…
Colleague postgraduate supervision” and the production of space in higher education
Purpose In this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS). Design/methodology/approach We followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those ex…
Mistrust in a multi-campus institutional context
Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that exam…
Ethics’ power dynamics in higher education’s self-ethnographic research
Purpose The purpose of this paper is to highlight levels of power in research ethics that are insufficiently addressed in self-ethnographic research literature. Design/methodology/approach The paper reflexively draws from a qualitative research that was conducted in a higher education institution (HEI) in South Africa. The reflection is substantiated with literature on various aspects of the reflection. The research design was self-ethnography, c…
Space and Academic Identity Construction in Higher Education
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Gangsterism as a Cause of Violence in South African Schools
This paper reports on a study that was conducted in six provinces of South Africa namely Gauteng, North West, Limpopo, Western Cape, KwaZulu-Natal and Mpumalanga. The aims of the study was to explore the perceptions and experiences of school stakeholders of school violence and the nature of violence that takes place in South African schools. This was a qualitative study that used interviews and documents. A questionnaire was also employed for gen…
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Violence in South African schools seems to challenge the conventional perception of school as a safe place. Drawing from the qualitative data of a project that investigated the dynamics of violence in South African schools, this paper illustrates the manner in which violent practices in schools speak to the hybrid nature of school space. Using theories of hybridity and Third Space, the authors argue that as researchers and educators advocate for …
Academic identities and socio-spatial exclusions of academics with disabilities
Research on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings…
Colleague postgraduate supervision” and the production of space in higher education
Purpose In this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS). Design/methodology/approach We followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those ex…
Space and Academic Identity Construction in Higher Education
Educational Research Ethics Committees as Space for Situated Learning in Higher Education
This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experien…
Mistrust in a multi-campus institutional context
Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that exam…
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Gangsterism as a Cause of Violence in South African Schools
This paper reports on a study that was conducted in six provinces of South Africa namely Gauteng, North West, Limpopo, Western Cape, KwaZulu-Natal and Mpumalanga. The aims of the study was to explore the perceptions and experiences of school stakeholders of school violence and the nature of violence that takes place in South African schools. This was a qualitative study that used interviews and documents. A questionnaire was also employed for gen…
The Hybrid Nature of School Space and the Manifestation of Violence in South African Schools
Violence in South African schools seems to challenge the conventional perception of school as a safe place. Drawing from the qualitative data of a project that investigated the dynamics of violence in South African schools, this paper illustrates the manner in which violent practices in schools speak to the hybrid nature of school space. Using theories of hybridity and Third Space, the authors argue that as researchers and educators advocate for …
Space and Academic Identity Construction in Higher Education
Ethics’ power dynamics in higher education’s self-ethnographic research
Purpose The purpose of this paper is to highlight levels of power in research ethics that are insufficiently addressed in self-ethnographic research literature. Design/methodology/approach The paper reflexively draws from a qualitative research that was conducted in a higher education institution (HEI) in South Africa. The reflection is substantiated with literature on various aspects of the reflection. The research design was self-ethnography, c…
Mistrust in a multi-campus institutional context
Higher education literature identifies mistrust as one of the prominent features of managerialism. Similarly, multi-campus institutional studies have interrogated mistrust in various ways. However, there is limited research on academics’ experiences of how mistrust relates to their understandings and values of their academic profession in multi-campus contexts. This article contributes knowledge to narrow this gap. It draws from a study that exam…
Colleague postgraduate supervision” and the production of space in higher education
Purpose In this paper we contribute knowledge to the postgraduate supervision discourses by reflecting on our socio-spatial experiences of being supervised by colleagues, a process that we refer to as colleague postgraduate supervision (CPS). Design/methodology/approach We followed a duoethnographic research design by dialogically presenting and exploring our lived experiences of CPS and critiquing and questioning the meanings we give to those ex…
Educational Research Ethics Committees as Space for Situated Learning in Higher Education
This paper contributes a different perspective to the debates regarding the role of research ethics committees (RECs) in educational and social sciences research. It identifies limited explicit engagements from such debates about how academics who serve in RECs can learn from these committees towards academic growth and development in and beyond being ethical researchers. We (the authors) follow a duoethnographic method to reflect on our experien…
Transforming higher education spaces through ethical research publication
The publish or perish aphorism declares publishing a condition for survival in academe. It resonates with the imperatives of neoliberalism that privilege individual success, entrepreneurship, prestige, promotion (self- and institutional) and monetary gain. In this article, I contribute to the vast debates about this aphorism by arguing that its portrayal of publishing as exclusionary for survival of academics has ethical and social justice implic…
Academic identities and socio-spatial exclusions of academics with disabilities
Research on the experiences of academics with disabilities regarding access to higher education spaces is vast, but not much has been done to assess if such research goes beyond analysing physical spaces. This paper follows the capabilities approach to contribute knowledge in this regard, drawing from research conducted in one South African University. Ten academics with disabilities were interviewed, and data were analysed thematically. Findings…
Exploring the integration of Ubuntu in secondary schools curricula
This article examines the integration of Ubuntu education, known as Ubuntugogy, as a pedagogical framework into Zimbabwean secondary schools, rather than solely as a stand-alone subject. It addresses significant gaps in the literature concerning the persistence of a Eurocentric curriculum, gender imbalances in school leadership, and the marginalisation of indigenous knowledge systems in formal education. A qualitative case study was conducted, in…
Moral Selfhood and Ubuntu in Curriculum
School curricula shape adolescents’ identity and moral selfhood, yet research on indigenising historically colonised curricula remains limited. This paper examines moral identity formation in Zimbabwe’s secondary education under HeritageBased Education using Ubuntu as a normative ethical lens. It argues that dominant psychological models and neoliberal schooling prioritise individual achievementin ways that can fragment relational moral developme…
Sociology (10 works) · Political science (7 works) · Social science (7 works) · Psychology (6 works) · Qualitative research (6 works) · Public relations (5 works) · Evaluation of Teaching Practices (4 works) · Higher Education Practises and Engagement (4 works) · Pedagogy (4 works) · Computer Science (3 works)