Degrees Held
- PhD in Teacher Development Studies, UKZN, 2024
- M.Ed. in Curriculum Studies, Concordia University (Portland), 2016
- PGCE in Drama & Creative Arts, UCT, 2013
- B.A. Theatre & Performance, UCT, 2011
Research Interests
My research interests lie at the intersection of playful pedagogy, arts-based methodologies, and academic development. I investigate how creative and playful approaches can transform teaching and learning in teacher education. I employ arts-based and reflexive methodologies as epistemological interventions that challenge positivist frameworks. Additionally, I explore the experiences and professional development of early career academics, particularly through collaborative inquiry and critical friendships.
Teaching Interests
My teaching interests center on playful pedagogy and arts-based approaches in teacher education. I explore how childhood indigenous games, creative methods, and digital tools can make learning accessible, engaging, and culturally responsive. I am particularly interested in creating humanizing learning environments that foster collaboration, critical thinking, and professional identity formation in preservice teachers
Selected Publications
- Ndlovu, , Mbatha. N., Msiza. V., (2024). Embracing Liminality: Academic Development for Early Career Academics within a Community of Practice. International Journal of Academic Development. 29(2) 269–282.
- Mbatha, N., (2023). Memories of and reflections on play: playing from sunrise to The International Journal of Play. 12(4), 511–512
- Msiza, , Mbatha, N., Ndlovu, N. (2023). Transitioning between spaces: an intersectional account of how we are becoming academics. Educational Research for Social Change. 12 (2), 15-27.
- Mbatha, N., Msiza, , & Ndlovu, N. (2021). Redefining our identities through social cohesion: a poetic inquiry of early career academics in a teacher education institution. Alternations. 28 (2), 1-15.
- Ndlovu, , Msiza, V. & Mbatha, N. (2021). Room32, an academic oasis for our informal conversations to enhance teaching and learning. International Journal for Academic Development. 26 (3), 378-382.
- Mbatha, N., Ndlovu, N., Msiza, V., & Zondi, T. (2020). The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Educational Research for Social Change, 9(SPE), 31-44.
- Bele, N., (2026). The Power of Play: Fostering Becoming Through Playful Pedagogy in Teacher Education. In J. Madsen, B. Isaken (eds). Play-based Teaching in Teacher Education: Advances in Research on Teaching. Emerald Publishing.
- Kortjass, M., & Mbatha, N., (2022). Reconciling knowledge: Experiences of teacher educators in teaching through integration and playful In J. Kitchen, D. Tidwell and L. Fitzgerald (eds). Self-Study and Diversity, Volume III. Brill Sense Publishing.
- Msiza, , Mbatha, N., & Ndlovu, N. (2022). Finding Humanity, Finding Ourselves: How our Critical Friendship Reignited our Desire for Futures in Academia. In Ellyn Lyle (ed). Re/humanizing education. Brill/Sense.
- Msiza, V., Mbatha, N., & Zondi, T., (2021). Mapping a model for peer assessment: Narratives of academics in a South African teacher education In L. Sosibo & E. Ivala (Eds.), Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Vernon Press
- Ndlovu, N., Mbatha, N., & Msiza, V. (2020). COVID-19 and Currere: Looking back and going In Ramrathan, L., N. Ndimande-Hlongwa, N. Mkhize & J.A. Smit (eds.). Re- thinking the Humanities Curriculum in the Time of COVID-19. Volume #01. (Alternation African Scholarship Book Series Volume #01.) Durban: CSSALL Publishers. (pp. 37-55).
- Mbatha, N. (2020). Crossing the bridge: transitioning to Facebook as a short-term response amidst the COVID19 In N. Ndimande-Hlongwa; L. Ramrathan; N. Mkhize; J. A. Smit (eds.). Technology-based Teaching and Learning in Higher Education during the Time of COVID-19. Volume #02. (Alternation African Scholarship Book Series Volume #02.) Durban: CSSALL Publishers. pp. 120 – 133.
Teaching Expertise
I have taught extensively in the Drama and Creative Arts Education sub-discipline. I have expertise in Creative Arts Education and the integration of playful, arts-based pedagogies in higher education contexts. My teaching practice includes innovative use of indigenous games, digital platforms and artistic methods to engage diverse learners. I am skilled in large-class teaching, designing integrated curricula that reconcile Western and African knowledge systems, and creating inclusive learning environments that foster collaboration and active participation.