Degrees Held
- Doctor of Philosophy Curriculum Studies, University of KwaZulu-Natal 2021
- Master of Education in Curriculum Studies, University of KwaZulu-Natal 2015
- Bachelor of Education in Early Childhood Development, University of KwaZulu-Natal 2015.
- Bachelor of Honours in Educational psychology, University of KwaZulu-Natal 2014.
Profile
About
Experience
Awards
About
Vusi Msiza holds a PhD in Curriculum Studies and is currently employed as a Senior lecturer in early childhood education at the University of KwaZulu-Natal School of Education. In 2020, Vusi was a visiting scholar at Teachers College, Columbia University in New York City. In 2023, he was a project manager of an international fellowship programme on racial justice funded by the United States Government. His research focuses on men and masculinities in early childhood education and the professional learnings of Early Career Academics. Vusi supervises postgraduate students and delivers lectures across undergraduate and postgraduate programs. He has presented his work at numerous national and international conferences.
Experience
- (2021- Current) Lecturer in Early Childhood Education
- (2016 to 2020) Lecturer in Curriculum and Education studies
- (2014 and 2015) Tutor for Early childhood education
- (2014) Research student assistant for an NRF project: Transformation/al Education Studies, Self-Study Methodology Project
Awards
- (2017- Current) National institute for Humanities and Social Sciences Doctoral scholarship
- (2015) UKZN Summa cum laude scholarship
- (2014 to 2015) Kellogg Foundation SADC scholarship
Research Interests
- Men and masculinities in early childhood education
- Theorising the experiences/concept of early career academics through Self-reflexive methodologies
- Assessment in education/early childhood specifically peer assessment
- The sociology of Early childhood education
Teaching Interests
- Early childhood education (Child development and Life skills)
- Life Skills and comprehensive sexuality education in the early years.
- Curriculum and Assessment in education/early childhood
Publications
Journal Articles
Chapters In Books
Conference Presentations
Journal Articles
- Msiza, V & Msibi, T. (2024). ‘I had to be a mother’: Foundation phase male teachers negotiating masculinity in the Mpumalanga Province of South Africa. Educational Review. 1-17. https://doi.org/10.1080/00131911.2024.2398045
- Msiza, V. (2024). Male teachers’ perceptions of gender equality in the foundation phase. Journal of Research in Childhood Education. 1-10. https://doi.org/10.1080/02568543.2024.2367411
- Ndlovu, N., Mbatha, N & Msiza, V. (2024). Embracing Liminality: Academic Development for Early Career Academics within a Community of Practice. International Journal for Academic Development. 1-24
- Msiza, V., & Kagola, O. (2023). Troubling gender norms: Reflections of two male early childhood teacher educators at South African Universities. African Journal of Career Development. 5(1). 1-7
- Msiza, V., 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.
- Msiza, V., & Ndlovu, N. (2021). Reimagining comprehensive sexuality education: Reflections from teacher educators. Journal of educational studies. 21(si1). 212-228.
- Mbatha, N., Msiza, V., & Ndlovu, N. (2021). Redefining our identities through social cohesion: a poetic inquiry of early career academics in a teacher education institution. Alternation. 28(2). 11-37.
- Ndlovu, N., 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.
- Msiza, V. (forthcoming). South African Male Foundation Phase Teachers Distancing from Homosexuality. In C. Mayo (Ed.), Gender and Sexuality. New York, NY: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.ORE_EDU-01367.R1
- Blose, S., Msiza, V., & Chiororo, F. (forthcoming). Developing a supervisor identity through experiential learning: Narratives of three interdisciplinary novice academics working in a South African University, Journal of Education (University of KwaZulu-Natal, 1-20
- Msiza, V., Zondi, T., & Couch, L. (2020). The use of peer assessment at a time of massification: Lecturers’ perceptions in a teacher education institution. Journal of Education (University of KwaZulu-Natal), (79), 47-64.
- Mbatha, N., Msiza, V., Ndlovu, N., & Zondi, T.(2020). The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket. Educational Research for Social Change, 9(0), 31-44.
- Msiza, V., Ndhlovu, B., & Raseroka, N. (2020). ” Sausage Factory, in and out”: Lecturers’ Experiences of Assessing in an Era of Massification in a Teacher Education Institution. Educational Research for Social Change, 9(0), 45-57.
- Msiza, V. (2020). ‘I don’t like them coming to me and saying hey, I like you’: Male teachers in relegated positions of masculinity. Agenda, 34(2), 86-93.
- Msiza, V. (2020). ‘You are a male teacher but you have a woman’s heart’: Foundation phase teachers negotiating identities in South Africa. Education 3-13, 48(6), 651-660.
Chapters In Books
- Msiza, V. (2024). When nature calls: How male teachers negotiate gender and care work in early childhood education. In D. Bhana, Y. Xu, & V. Adriany (Eds.), Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colnial Contexts (pp. 125-143). Routledge.
- Msiza, V. (in press). When Nature Calls: How male teachers negotiate gender and care work in ECE. In Y. Xu, D. Bhana, & V. Andriany (Eds.), Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. Routledge.
- Msiza, V. (2022). South African male foundation phase teachers distancing from homosexuality. In Mayo, C (eds). The Oxford Encyclopedia of Gender and Sexuality in Education. Oxford University Press. doi:https://doi.org/10.1093/acrefore/9780190264093.013.1367
- Msiza, V., Mbatha, N., & Ndlovu, N. (2022). Finding Humanity, Finding Ourselves: How our Critical Friendship Reignited our Desire for Futures in Academia. In Lyle, E (eds). Re/Humanizing education. Brill/Sense. (pp. 210-219.
- Msiza, V., Mbatha, N., & Zondi, T., (2021). Mapping a model for peer assessment: Narratives of academics in a South African teacher education institution. In L. Sosibo & E. Ivala (Eds.), Creating Effective Teaching and Learning Spaces: Shaping Futures and Envisioning Unity in Diversity and Transformation. Vernon Press. (pp. 85-97).
- Ndlovu, N., Mbatha, N., & Msiza, V. (2020). COVID-19 and Currere: Looking back and going forward. 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). DOI: https://doi.org/10.29086/978-0-9869936-1-9/2020/AASBS01
Conference Presentations
- Mbatha, N, Msiza, V, Ndlovu, N (2022 May). Echoes from the Island: Unabating voices of early-career academics. Poem presented at the 8th International Symposium on Poetic Inquiry, Cape Town/Zoom, South Africa
- Mbatha, N, Msiza, V, Ndlovu, N (2021 November). Redefining our identities through social cohesion: a poetic inquiry of early career academics in a teacher education institution. Panel discussion at the South African Education Research Association: Education for Inclusivity and Sustainability in Times of Increasing Inequalities, Johannesburg/Zoom, South Africa
- Mbatha, N, Msiza, V, Ndlovu, N, & Zondi T (2019 October). The Possibilities, Pitfalls and Pleasures of early career academics in South Africa. Panel discussion at the South African Education Research Association: Beyond boundaries: Exploring possibilities through research and innovation, Durban, South Africa
- Msiza, V (2019 August). Meanings of gender equity and equality: Narratives of male foundation phase teachers in Mpumalanga, South Africa. Paper presented at the World Education Research Association, Tokyo, Japan
- Msiza, V, Zondi, T & Couch, L (2018 August). Lecturers’ use of peer assessment as a possibility in the era of massification in higher education. Paper presented at the World Education Research Association, Cape Town, South Africa
- Msiza, V (2017 October). “You are a male teacher but you have a woman’s heart”: privilege and societal constructions of a foundation phase male teacher identity. Paper presented at the South African Education Research Association: Education in an era of decolonisation and transformation, Port Elizabeth, South Africa
Teaching Expertise
- Online and/ or hybrid teaching.
- Innovative and multiple ways of assessment.
- Curriculum Planning and implementation.
- Interactive methods of teaching.
Student Supervision
Honours
Masters
PhD
Honours
- Ms Asiphe Majola (2023) A review of literature exploring the nature and strategies of stress management amongst secondary school teachers in education.
- Ms Xoliswa Buthelezi (2022) Dyslexic learners in the intermediate phase: Literature review on teacher’s experiences in South Africa.
- Ms Nokwabela Qwabe (2022)Exploring the challenges and opportunities presented by Covid-19 crisis in rural South African high schools.
- Mr Siduduzo Qwabe (2021) Understanding the formative assessment practices: A desktop study on primary schools.
- Ms Angelbatch Ndlovu (2021) Exploring the formative assessment practices in primary mathematics.
- Mrs Christina Naidoo (2020) Exploring the assessment shift in South African basic education: from apartheid to Covid-19 era.
- Ms Nthabiseng Raseroka (2019) Assessing large classrooms in higher education: exploring lecturer’s assessment practices at a South Africa University.
- Mr Welcome Ngwabe (2019) Geography final year students’ experiences of formative assessment in map work.
- Ms Sibahle Msomi (2019) Students’ perceptions of a decolonised assessment practice in a teacher education institution.
- Ms Arthi Maharaj (2019) Final year students experiences of Teaching Practice assessments in a teacher education institution.
- Ms Phakamile Mazibuko (2019) Exploring pre-service teachers’ experiences of peer assessment at a selected teacher education institution in KZN.
- Mr Siphamandla Msweli (2018) Online assessment in higher education: Exploring the experiences of final year students in one South African University.
- Ms Londiwe Couch (2017) Exploring the use of Peer-Assessment by lecturers’ at a South African Higher Education Institution.
Masters
- Ms Arthi Maharaj (2023) Exploring the identities of final-year student-teachers: Narratives of teaching practice.
- Ms Risha Rambali (2023) Exploring the experiences of non-specialist mathematics teachers in implementing the curriculum in the intermediate phase at Tongaat schools
- Ms Phakamile Mazibuko (2022) Negotiating gender identities in Higher Education: Experiences of female residence assistants at selected student residences in Durban.
- Ms Nompumelelo Mtshweni (2020) Exploring teachers’ experiences in using formative assessment strategies in foundation phase (isiNdebele) home language within Kwaggafontein East Circuit.
- Mrs Simangele Mkhize (2019) Exploring male teachers experiences of teaching young learners in the foundation phase (Grade R-3): A case of Zulu men.
- Mrs Pinky Buthelezi (2018) Exploring Teachers’ Experiences In Implementing Natural Sciences Curriculum And Assessment Policy Statement In Grade Nine: A Case Study Of Five Schools Within Umlazi District.
PhD
- Ms Phakamile Mazibuko (Current) Narratives of women students negotiating gender in the context of gender-based violence in and around Durban University residences
Community Involvement
- Involved in teaching Edgewood students on using Endnote.
- Cluster representative in the school community engagement committee