Department of Educational Psychology
People

Head of Department

Prof Sulochini Pather
Biography
 

Sulochini Pather's experience in Education spans over 30 years. She is currently Professor of Education at the University of the Western Cape (UWC) and Head of the Department of Educational Psychology, having previously served as Full Professor at Leeds Trinity University (LTU) in the UK and Nazarbayev University (NU) in Kazakhstan. She currently serves in the following roles:

  • President: South Africa Educational Research Association (SAERA) 
  • Internationalisation lead in the Faculty of Education at UWC 
  • Chair: SADC CSTL Research forum 
  • Chair: Inclusion, Diversity and Social Justice Research Niche area in the Faculty of Education, UWC
 

Her research expertise lies in disability studies, Inclusive education and the inclusion and exclusion of marginalised groups of learners, including children with disabilities and special needs, from minority ethnic groups and migrant communities.  She was Principal and Senior Lecturer at several universities in the UK, including Roehampton University, Canterbury Christ Church University (CCCU), University of East London, and Warwick University. She has published widely in international peer-reviewed journals, books and presented papers at 22 high-profile conferences in the field of Education, including 4 keynotes. She is an Associate Editor of the International Journal of Inclusive Education and Journal of Disability Studies and is on the editorial boards of the Asia Journal of Inclusive Education and Disability and Society. 

She chaired the Special and Inclusive Education Research (SIERG) group at CCCU, the Inclusive Education Research (IERG) Group at NU and the Inclusion, Diversity and Social Justice research group at LTU. She was co-convenor of the Inclusive Education Special Interest Group (SIG) at British Educational Research Association (BERA) until June 2023. She was a member of the Executive Committee of the British Association of International and Comparative Education (BAICE) until Dec 2024. 

She is the Founder and Chair of the Africa Network on Inclusive Education (ANIE). She was the co- Research Lead in the Institute of Childhood and Education at LTU  and she co-led the research strategy in the Graduate School of Education at NU.

Her awards include:

  • BERA Meeting of Minds Scheme in 2010 
  • Association of Commonwealth Universities (ACU) Staff Scholarship in 1999.
  • Merit Award for Teaching Excellence in 1989

Selected Publications

  • Pather, S., Msiza, V. and Pillay, J. (2025) (Eds.) CSTL in Sub-Saharan Africa. Special Issue: International Journal of Inclusive Education. 29(9), Pp. 1467-1469. https://doi.org/10.1080/13603116.2025.2523087 
  • Pather, S. (2025). Challenging notions of Inclusion in the African context, for sustainable Inclusive Education policy and practice, Seychelles Research Journal, Volume 7. Pp. 1-13.
  • Pather, S. (2019). ‘Confronting Inclusive Education in Africa since Salamanca’ International Journal of Inclusive Education. Special Edition: Salamanca 25 years on. 
  • Pather, S. and Slee, R. (Eds) (2018). Challenging Inclusive Education Policy and Practice in Africa. Netherlands: Sense Publishing 
  • Pather, S. and Slee, R. (2018). ‘Dilemmas in the Field.’ In Best, M., Corcoran, T. and Slee, R. Whos In? Whos Out? (Studies in Inclusive Education) . Leiden: Brill 
  • Pather, S. (2017). ‘Urban Education and Inclusion in Africa: Section Editor’s Introduction’. In Pink, W.T. and Noblit, G.W. Second International Handbook of Urban Education. New York: Springer.
  • Pather, S. (2011). Evidence on Inclusion and Support for Learners with Impairments in Mainstream Schools in South Africa: off the policy radar? International Journal of Inclusive Education (special edition). doi.org/10.1080/13603116.2011.555075. 
  • Pather, S. (2007) ‘Demystifying inclusion: Implications for more sustainable inclusive practice’. International Journal of Inclusive Education. Vol 11, Issue 5&6, Pp.627 – 643. 

Academic Staff

Prof Fumane Portia Khanare

Biography

Prof Fumane Portia Khanare is an Associate Professor in the Department of Educational Psychology at the University of the Western Cape, where she also coordinates the PGCE programme. She holds a Bachelor of Education, a BEd Honours in Educational Psychology (cum laude), a Master of Education in Educational Psychology (cum laude), and a PhD in Education, which earned her the Postgraduate Doctoral Medal from the Education Association of South Africa (EASA) in 2016.

Her research focuses on rural education, inclusive and enabling learning environments, and psychosocial support for teachers and learners. She uses participatory, arts-based methodologies to amplify youth voices and promote care-responsive schooling. She is the founder of Neurodiversity Voices Amplified (NeuroVA) initiative, which aims to strengthen preservice teachers’ awareness and capacity to support neurodiverse learners. Prof Khanare has successfully supervised 21 Master’s students and 6 doctoral candidates to completion. She was a MAC AIDS Fellow in collaboration with Columbia University and the University of California, Los Angeles (UCLA) in 2008/9, and in 2017 was named a Child and Youth Institute Laureate by CODESRIA.

She co-convened the Participate South Africa–Germany–Zimbabwe international youth exchange project (2020–2022), advancing SDG 8 (Decent Work and Economic Growth) in marginalised communities. Prof Khanare served as Chairperson of the Education Association of South Africa (EASA) in 2024 and is co-editor of the book Successful Pathways of the Well-being of Black Students (2023). In recognition of her academic leadership and impact, she was named one of Golden Key Southern Africa’s Top 300 Influential Leaders in May 2025.

Selected Publications

  • Mohoebi, M. A., & Khanare, F. P.(2025). Perceived impact of financial assistance program on retaining vulnerable children in Lesotho’s secondary schools. International Journal of Qualitative Research, 5(1), 26-36. https://doi.org/10.47540/ijqr.v5i1.1406
  • Ramatea, M. A., & Khanare, F. P. & Govender, S.  (2025). Supportive mechanisms in enhancing teachers’ agency for inclusive educational practices in rural Lesotho schools. Interdisciplinary Journal of Education Research, 7(1), a03. https://doi.org/10.38140/ijer-2025.vol7.1.03
  • Mabaso, NPM., & Khanare, FP. (2025). Partnerships that matter in educating marginalized learners with mild intellectual disabilities in South Africa. In Sunal, C.S., Odebiyi, M., & Mutua, K. (Eds.). The Education of Minorities in Africa, the Caribbean, and the Middle East. Emerald Publishing Ltd. ISBN: 979-8887308692
  • Ramatea, M. A., & Khanare, F. P.  (2024). Envisaged learning environments for learners with visual impairments in Lesotho rural schools using asset-based approaches. International Journal of Qualitative Research, 3(3), 217-225.https://doi.org/10.47540/ijqr.v3i3.1232
  • Chidakwa, N. & Khanare, F. P. (2024). Managing the needs of orphans and vulnerable children in mainstream rural schools: an ethnopsychology informed approach. E-Journal of Humanities, Arts and Social Sciences (EHASS), 5(4): pp. 423-433. Available online at: https://noyam.org/journals/ehass/ DOI: https://doi.org/10.38159/ehass.2024546
  • Khanare, F.P., Marina, B.L.H. (2023). Successful pathways for the well-being of Black students. Hershey: IGI Global Publishing.
  • Khanare, F.P., Marina, B.L.H. (2022). The role of inclusive education in addressing H.I.V. and AIDS within secondary rural school contexts: the challenges and successes of policy to practice in South Africa. In Odeviyi, O.M., Sunal, C.V., & Kegendo, M. Effects of Government Mandates and Policies on Public Education in Africa, th Caribbean, and the Middle East. Charlotte, NC: Information Age Publishing
  • Khanare, F.P. & Marina, B.L.H. (2019). Transformative female voices in rural South African schools: an asset-based perspective. In Sunal, C.S. & Mutua, K. (Eds.). Transforming public education in Africa, the Caribbean, and the Middle East. Charlotte, NC: Information Age Publishing.
  • Khanare, F.P. (2018). Positive psychology and diversity: accumulation of assets. In Eloff, I. & Swart, E. (Eds.). Understanding educational psychology (pp. 229- 235). Juta & Co. Ltd.
  • Khanare, F. & De Lange N. (2017). ‘We are never invited’: School children using collage to envision care and support in rural schools. South African Journal of Education, 37(1): Art. #1271, 11 pages. doi:10.15700/sage.v37n1a1271
  • Khanare, F. (2012). Schoolchildren affected by HIV in rural South Africa: schools as environments that enable or limit coping. African Journal of AIDS Research, 11(3), 251-259.

Prof Trevor Moodley

Biography

Trevor Moodley 
Email: tmoodley@uwc.ac.za
ORCID: https://orcid.org/0000-0001-5212-8469 

Trevor Moodley is the current University of the Western Cape ECD Research Chair and Full  Professor in the Department of Educational Psychology, Faculty of Education at UWC. He has been working in the field of education for the past 37 years. He spent 21 years in basic education, first as a primary school teacher for 13 years, with three years spent as the head of the department.

Next, he was a district-based education psychologist in the WCED, with two years spent as a senior education psychologist. Thereafter, he moved into higher education. He has been in teacher education for the past 17 years at two different universities, with the past 13 years being spent at UWC. His research interests are in early childhood development and learning, inclusive and holistic education. He is also a registered educational psychologist with the Health Professions Council of South Africa (HPCSA).

Selected Publications 

  • Shaik, N. & Moodley, T.  (Eds.). (2024). Towards a transformative pedagogy for early childhood care and education: Possibilities and priorities in South Africa, Springer chrome-extension://efaidnbmnnnibpcajpcglclefindmkaj/https://content.e-bookshelf.de/media/reading/L-23632766-828ee9a99b.pdf
  • Aploon-Zokufa, K., Chetty, R., Maarman, R. & Moodley, T. (2024). Inclusion in the STEAME classroom: Giving a voice to the marginalised. In R. Govender, J. De Beer, R. Maarman & R Chetty, (Eds.) Future-proofing STEAME Education in South Africa, in University of the Western Cape Faculty of Education Book Series, vol. 1, (pp. 145-160), AOSIS Books, Cape Town. DOI: https://doi.org/10.4102/aosis.2024.BK455
  • Moodley, T. & Moodley, C.G. (2024). Substance use and abuse in marginalised communities in the City of Cape Town, South Africa during the COVID-19 pandemic. Researchers World - International Refereed Social Sciences Journal, 15(2), 67–80. Retrieved from https://www.researchersworld.com/index.php/rworld/article/view/2328
  • Moodley, T., &; Moodley C.G. (2022). Inclusive education teacher educators and pre-service student teachers’ views about the use of the Teaching for All materials at the University of the Western Cape In. Y. Sayed, M. Singh, T. Williams, M. Sadeck (Eds). Academics and student-teachers champion Inclusive Education in Initial Teacher Education Programmes in South Africa: Experiences, Challenges and Opportunities (pp. 193-214). British Council South Africa 
  • Shaik, N., Martin, C. & Moodley, T. (2021) Reframing listening for belonging and participation in early childhood care and education settings: A case in South Africa. Early Years: An International Research Journal, 43(2), 228-241. https://doi.org/10.1080/09575146.2021.1934818
  • McKenzie, J., Kelly, J., Moodley, T., Stofile, S.  (2020).  Reconceptualising teacher education for teachers of learners with severe to profound disabilities. International Journal of Inclusive Education: 1-16.  https://doi.org/10.1080/13603116.2020.1837266
  • Moodley, T. Sadeck, M., & Luckay, M.  (2018).  Developing Student Teachers’ Professional Knowledge (Including Teaching Practice) in the Further Education & Training. In Y, Sayed, N. Carrim, A. Badroodien, Z. McDonald & M, Singh. (Eds.), Learning to Teach in post-apartheid South Africa: Student teachers’ encounters with initial teacher education, pp: 131-148. Cape Town: SUN Press

Dr Kerry Frizelle

Biography

Dr Kerry Frizelle is a registered Counselling Psychologist and a qualified educator and holds a PhD in Education. They were a lecturer in the Discipline of Psychology at the University of KwaZulu-Natal for 22 years and then spent one year in the discipline of Educational Psychology. In 2023 they moved to the University of Western Cape to take up the position of senior lecture in the Department of Educational Psychology, where they educate pre-service teachers on how to apply psychological theories and principles in the classroom context.

Kerry is an award-winning critical educator who uses critical participatory pedagogy to design curriculum and teach around a range of socially relevant topics, including HIV/AIDS, Gender and Sexuality Diversity, Gender Equity, Community Psychology, Human Development, Inclusive Education, Health Promotion, and Trauma Informed Teaching. Kerry, inspired by revolutionary educators such as Paulo Freire and bell Hooks, believes that education should be informed by an ethic of care and compassion and faith in people’s ability to ‘transcend themselves’ and become ‘better’ humans who are motivated to contribute towards social justice. Through their teaching Kerry aims to develop critical consciousness and democratic citizenship. Kerry has published extensively in the area of learning and teaching in the higher education context and is an experienced self-study/autoethnographic researcher.
 

Peer Reviewed Journal Articles 

  • Frizelle, K. and Brouard, P. (2024). In pursuit of a theory of individual and social accountability: A critical engagement with responses to perpetrators of sexual and gender-based violence in higher education. Educational Research for Social Change, 13(2), 46-64. 
  • Frizelle, K. (2021). Using personal history to (re)envision a praxis of critical hope in the face of neoliberal fatalism. International Journal of Qualitative Studies in Education, 1 -17. 
  • Frizelle, K. (2020). The personal is pedagogical (?): Personal narrative and embodiment as teaching strategies in higher education. South African Journal of Higher
  • Education, 34(2), 17-35. 
  • Frizelle, K. (2019). Troubling whiteness: A critical autoethnographic exploration of being white in the context of calls for the decolonisation of higher education.Psychology in Society (PINS), 58, 4-16. 
  • Frizelle, K. (2019). An exploration of body mapping as a critical pedagogical tool for developing socially just psychologists in the context of HIV and AIDS. EducationalResearch for Social Change, 8(2), 45 – 60. 
 

Peer Reviewed Book Chapters 

  • Frizelle, K. (2022). Social constructionism: discourses and community narratives. In Visser, M., Akhurst, J., Carolissen, R., Matamela, N. (Eds). Community Psychology: South AfricanPraxis. Van Shaik. 

Biography

Sindiswa Shezi (PhD)

Dr Shezi is a lecturer in the Department of Educational Psychology at the University of the Western Cape. She is a registered counsellor with the Health Professions Council of South Africa and completed her PhD in Educational Psychology. Her Doctoral research examined African-centered approaches to teaching Life Orientation through story-reading pedagogy, highlighting culturally and contextually responsive instructional strategies.

Her Master's research investigated the perceptions of educators regarding their pastoral role in an under-resourced school, and identified strategies employed in order to support learners in navigating challenging educational environments. Dr Shezi’s work focuses on psychosocial support, African psychology, inclusive education, and life skills development.

Dr Ronél Koch

Biography

Dr. Ronél Koch is a trained school counsellor and Senior Lecturer in Educational Psychology at the University of the Western Cape. She completed her BEdPsych (Cum Laude) at Stellenbosch University and taught in both primary and high schools in London and South Africa before joining UWC in 2013. She obtained her Master’s degree in Psychology (Cum Laude) from North-West University and her PhD in Psychology of Education from the University of the Free State in 2022.

She has published articles in accredited journals, book chapters and has presented her research nationally and internationally. Her work focuses on adolescent female sexuality, comprehensive sexuality education, sexual decision-making, sexual consent, and Life Orientation.

Publications

Publications in peer reviewed DHET accredited journals:

Book Chapters:

  • Setlhare, R., Koch, R., & Moletsane, M. (2025). The wellness of STEAME teachers. In R. Govender, J. de Beer, R. Maarman, & R. Chetty (Eds.), Future-proofing STEAME education in South Africa. AOSIS.
  • Nel, M. & Koch, R. 2024. Chapter 1: Introduction. Life Orientation for South African teachers. Edited by Mirna Nel. Published in 2024 by van Schaik publishers. 501 pages.
  • Nel, M. & Koch, R. 2024. Chapter 2: Pedagogy of Life Skills/Life Orientation. Life Orientation for South African teachers. Edited by Mirna Nel. Published in 2024 by van Schaik publishers. 501 pages.
 

 

NOTICE: This site uses cookies to enhance your experience on our website. We do not track, store or use any of your personal information without your explicit permission. To find out more, read our Privacy Policy, which incorporates the Cookie Policy.