Dr Shaaista Moosa, a senior lecturer at the School of Education, has been awarded a Y2 rating by the National Research Foundation (NRF).
The NRF rating system is a valuable tool for benchmarking researchers globally. Ratings are allocated based on recent research outputs and impact, as assessed by international peer reviewers.
The Y2 rating is awarded to researchers under 40 who have held a doctorate or equivalent qualification for fewer than five years. It recognises those with the potential to establish themselves as researchers within five years, based on their performance and research productivity during their doctoral studies and early postdoctoral careers.
Y2 denotes a researcher who is recognised by all or most reviewers as having the potential to establish him/herself as a researcher (demonstrated by recent research products).
This rating gives recognition to Moosa’s high-quality research outputs.
Her research examines the presence and absence of men in early childhood education, exploring how hegemonic masculinity is constructed and how gender and sexuality influence barriers to male involvement in childcare.
Moosa is currently a co-investigator in a South African research project entitled “Reimagining Men in the Early Years of Schooling”.
‘Receiving the Y2 NRF rating is a significant milestone in my academic journey,’ said Moosa ‘and is recognition of my sustained commitment to pioneering research on men, masculinities, and teaching young children. From my days as a Foundation Phase (FP) pre-service teacher, I observed an absence of male students pursuing a degree in the FP specialisation. This observation, coupled with a compelling research gap, became the catalyst for my master’s and PhD research. My interest in understanding the reluctance of men to enter the FP teaching profession led to my research on the underrepresentation of male pre-service FP teachers in South Africa.’
Her PhD research has produced several publications highlighting how gender norms distance men and masculinity from nurturing, caregiving, and early childhood education.
Moosa has published her research in prestigious journals, including the Oxford Review of Education, Teaching and Teacher Education, and the Cambridge Journal of Education.
Her body of work has significantly increased her research visibility and has gained international recognition, evidenced in her forthcoming sole-authored book entitled: Male Teachers and Masculinity in South Africa: Troubling Men in the Early Years.
At UKZN, Moosa teaches postgraduate courses, mentors and supervises postgraduate students, co-ordinates research, and actively engages in supporting early-career researchers.
Moosa said that a key factor in her academic success and the attainment of her Y2 NRF rating has been the invaluable mentorship and guidance of Professor Deevia Bhana. Bhana is the South African Research Chair (SARChI) in Gender and Childhood Sexuality, with her research exploring the significance of gender and sexuality in the young life course.
‘She is an esteemed scholar in the field and has played a pivotal role in shaping my research trajectory. Her critical insights, unwavering support, and dedication to fostering young scholars have been instrumental in refining my scholarship and expanding my contributions to the field. Under her mentorship, I have been able to engage in meaningful scholarly dialogues that have elevated my work to an international platform. Her mentorship has been a foundation of my academic growth, reinforcing my commitment to advancing gender transformation in the FP teaching profession,’ Moosa said.
Moosa’s research challenges traditional perceptions of masculinity and caregiving, advocating for more inclusive and equitable educational spaces while advancing scholarship on men in early childhood education.
