Degrees Held
- BEd Intermediate Phase University of Pretoria (2012)
- BEd Honours Degree in Social Justice in Education. University of KwaZulu-Natal (2014)
- Master’s Degree in Teacher Development Studies. University of KwaZulu-Natal (2017)
- Ph.D. in Teacher Development Studies University of KwaZulu-Natal (2021)
Research interests
- Teacher Education
- Inclusive Education
- Social and Emotional learning
- Narrative inquiry
- Self-study research
- Arts-based research
Teaching Interests
- Teacher Agency in Professional Learning
- Mentoring in Schools
- Independent Research
- Inclusive Education
Profile
- Inclusive Education/ differentiated teaching and learning – Department of Education
- Lesbian, Gay, bisexual and transgender community. Social Justice in Education (UKZN) Emotional Intelligence-Naptosa
- How to get students to think? – Naptosa
- First Additional African languages- Translated IsiZulu Portfolio for the University of Pretoria
- Founder of Teachers’ Beyond the Classroom
- Social and Emotional Learning Facilitator
- Social Justice in Education Advocate
- 2017-TO DATE: Lecturer of Education, University of KwaZulu-Natal, South Africa
- Founder of Teachers beyond the Classroom: Transforming minds, Transforming hearts.
- 2021-TO DATE: Teacher Development Studies Bed Hons Coordinator in Edgewood Campus
- 2020: First Additional African languages- Translated IsiZulu Portfolio for the University of Pretoria, South Africa.
- 2013-2019: Teacher at Clarence Primary School, Durban, South Africa.
- Golden Key for Academic Excellence
- University of Pretoria 2011 Academic excellence
- Golden Key for academic Excellence
- University of Pretoria 2011 Academic excellence
- SIFE Tuks tops Juniors and Seniors leadership Programme
- University of Pretoria – Leadership Programme and working on community projects
Research Interests
Keywords: Teacher Education, Inclusive Education, Social and Emotional learning, narrative inquiry, self-study research, art-based research
I view working collaboratively as an approach that encourages recognizing and celebrating each other’s efforts and achievements. I promote the culture of learning and cultivate social and emotional learning. While I understand that teaching and learning is not a solo path, I realise that every child and teacher is unique and that I need to respond to assist each of my students to develop their potential and learning styles. Therefore, my research interests are focused on instilling social justice in education and ensuring that teaching and learning is inclusive. I also have a keen interest in exploring social and emotional learning. I believe in a society that values all voices and lived experiences.
Selected Publications
- Mkhize-Mthembu, N. (2023). Collage-making as a way to refine my teaching practices and my relationship to learners’ learning in my classroom. Studying Teacher Education, 1-21. https://doi.org/10.1080/17425964.2022.2129610
- Mkhize-Mthembu, N., Luthuli, K., Phewa, N., & Madondo, S. (2022). Using memory work to recall childhood experiences of learning: Collaborative reflections on four self-study projects. Educational Research for Social Change. https://doi.org/10.17159/2221-4070/2021/v11i2a2
- Mkhize-Mthembu, N. S. (2022). Finding myself by involving children in self-study research methodology: A gentle reminder to live freely. South African Journal of Childhood Education, 12(1), 1-12. http://dx.doi.org/10.4102/sajce.v12i1.1043
- Madondo, S., Mkhize, N., & Pithouse-Morgan, K. (2019). “I recognised that I needed to look searchingly at my own teaching”: Storywork as a self-study method for educational research for social change. Educational Research for Social Change, 8(2), 14-28. Retrieved from http://ersc.nmmu.ac.za/view_edition.php?v=8&n=
- Mkhize-Mthembu, N., & Kortjass, M. (2025). Navigating Evolving Digital Spaces of Teaching and Learning Through Critical Friendship: Arts-Based Self-Study of Two Teacher Educators. Educational Research for Social Change, 14(1), 151-172.
- Kortjass, M., & Mkhize-Mthembu, N. (2023). Reflecting on teaching in the higher education context during the Covid-19 era: A collaborative self-study project. Educational Research for Social Change, 12(2), 44-61.
- Luthuli, K., Phewa, N., & Mkhize-Mthembu, N. S. (2024). Playful pedagogy as a tool through memory work to enhance professional learning and teaching practice. Journal of Education (University of KwaZulu-Natal), (97), 67-85.
- AERA Conference 2022: Redefining teaching and learning through Collage-making: A teacher’s self-study 2022 AERA (American Educational Research Association) Conference: Nurturing teacher-learner relationships: A teacher’s self-study
- 2021– SAERA (South African Education Research Association)
- Mkhize-Mthembu, N.S., Palmer., & Lombard. (2021). IsiZulu Funda Ukufunda no Tippie Indlovu: Izinga R 1-10. Johannesburg. Lapa Publishers
- Masinga, L., & Mkhize-Mthembu, N. (2024). Rewriting Our Academic Identities from School Teachers to Higher Education Teachers. In Arts-Based Educational Research Narratives of Academic Identities: Perspectives from Higher Education(pp. 93-103). Singapore: Springer Nature Singapore.
- Mkhize-Mthembu, N. (2024). Creative Nostalgia. The Doctoral Journey: Educationalist Perspectives, 5, 99.
- Pithouse-Morgan, K., Kortjass, M., & Mkhize-Mthembu, N. (2025) Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars. SAGE Publications.
- Mkhize-Mthembu, N., Kortjass, M., & Pithouse-Morgan, K. (2026) Revisiting the past to reimagine the future: Memory drawing as self-reflexive professional learning in academia. Emerald Publishing Limited.
Projects
The project derives from my deep interest in social Page 9 and emotional learning within the discipline of Teacher Development Studies. In my professional work and research endeavours, I strive to be a champion of and inspired by professional learning, focusing on social and emotional learning for teachers and learners. In this project, I propose assisting and supporting teachers in locating their emotional competency through dialogic engagement. A substantial part of my professional growth and development in the discipline of Teacher Education involves listening with empathy appreciating others’ realities, regardless of my perspective.
Funded by UTLO TIEQ
Community Involvement
- Projects/Initiatives in Discipline, Seminars in College & other HEIs – Care and support in teaching and learning (CSTL). This is a DBE project , the chairperson- elected is Dr Vusi Msiza, and Prof Relebohile Moletsane is the interim chair for UKZN. (2023)
- Grants: Teaching Innovation and Quality Enhancement Grant (TIQEG) 2022
- Grants: Teaching Innovation and Quality Enhancement Grant (TIQEG) 2024
- Grants: Teaching Innovation and Quality Enhancement Grant (TIQEG) 2025
- Mirroring childhood experiences in our classrooms: The value of arts-based research (CHUM FELLOWSHIP 2025-2028)
Teaching Expertise
- Teacher Agency in Professional Learning
- Mentoring in Schools
- Independent Research
- Inclusive Education