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Head of Department

Qualifications: BEd, MEd, (UZ), PhD (UWC)
Position: Departmenal Chair and Associate Chairperson (Convenor of WGS 214 Gender in SA politics & culture; Convenor of WGS 322 Gender & Development and Co-Convenor of WGS 323 Research Project)
Email: sngabaza@uwc.ac.za

Research specialisation

  • Sisa Ngabaza is an Associate Professor and feminist scholar at the University of the Western Cape, South Africa, within the Department of Women's and Gender Studies. Her work encompasses teaching and research in various aspects of gender studies which include gender and contemporary development issues as well as gender in South African Politics and Culture.

    Her academic interests revolve around contemporary gender issues; sexuality education, the intersection of young people and sexualities, gender-based violence and women with disabilities, and also issues related to gender and development.

    Prof. Ngabaza has published extensively on topics such as sexuality education and school-age pregnancy in South African contexts. She is actively involved in feminist pedagogy, particularly in the areas of photovoice and young people's activism within higher education settings.

    Her commitments extend to advocating for gender equality and social justice. Her latest publication is a co-authored book, Sexuality Education for Gender Justice in South African contexts:Pitfalls and Possibilities, published in 2023 by CSA&G at the University of Pretoria.

Selected publications 

  • Lindsay Clowes, LJ Theo, Nadia Sanger, Landa Mabenge & Sisa Ngabaza (2023) (eds.), Feeling lives: an intersectional exploration of past experiences and present living. SUN Press.
  • Shefer, T. & Ngabaza, S. (2023). Sexuality education for gender justice in South African contexts: Pitfalls and possibilities. Pretoria: CSA&G Pretoria University
  • Ngabaza, S. (2023). Doc, do you do it? Disrupting gendered norms in learning spaces. In L Clowes, LJ Theo, N Sanger, L Mabenge & S Ngabaza (eds.) Feeling lives: an intersectional exploration of past experiences and present living. SUN Press.
  • Ngabaza, S. (2022). Parents resist sexuality education through digital activism. Journal of Education, 89,84-104.
  • Ngabaza, S & Shefer, T. ( 2022). Sexuality Education for sexual and reproductive Justice? Deconstructing the dominant response to young people's sexualities in contemporary schooling contexts. In T Morrison and J Mavuso (eds.), Sexual and reproductive justice: from the margins to the centre( 191-208). Lanham; Lexington books.
  • Oyebanji, K., & Ngabaza, S. (2022). Young women survivors speak about structural violence and vulnerabilities to human trafficking. In M. Boskovic, G. Misev, & N. Putnik (eds.), Fighting for empowerment in an age of violence (pp. 37-54). IGI Global.

Academic Staff

Qualifications: BA (Hons), MA (UCT), DPhil (UWC)
Position: Senior Professor (Convenor of WGS711; WGS806 (Feminist Research Methodologies); WGS736 and WGS836 [elective]; Co-convenor of WGS323 Research Project)
Email: tshefer@uwc.ac.za 
Tel: +27 (021) 959 3360

Research Specialisation

Tamara Shefer is Senior Professor of Women’s and Gender Studies in the Faculty of Arts and Humanities at the University of the Western Cape, Cape Town. Her scholarship has Her scholarship has foregrounded the study of gender and sexualities within postcolonial, decolonial, transnational feminist and critical masculinities thinking, with particular emphasis on young people.

She is currently engaged with re-conceptualising academic knowledge with emphasis on embodied, affective, feminist, decolonial pedagogies and research, including collaborations across art and activism and thinking with oceans and water.

Her most recent books include: A feminist critique of sexuality education for gender justice in South African contexts (co-authored with S. Ngabaza, 2023, CSA&G Pretoria University); Knowledge, Power and Young Sexualities: A Transnational Feminist Engagement (co-authoured with J. Hearn, 2022, Routledge); and the Routledge International Handbook of Masculinity Studies (co-edited with L. Gottzén & U. Mellström, 2020). She is also co-editor (with V. Bozalek & N. Romano) on the recently published volume Hydrofeminist thinking with ocean/s: Political and scholarly possibilities (Routledge, 2024).

Selected guest professorships, teaching and residencies

  • 2024 Visiting faculty at GRO-GEST Programme, University of Iceland, Reykjavik, 23-24 January
  • 2023 Visiting faculty at Women’s Studies, University of Karlstad, Sweden, 15 – 30 May
  • 2023-2025 Work package Leader on EU Horizon 3 year project RE-WIRING hosted at Utrecht University
  • 2022 Erasmus Mundus+ visiting faculty to GEMMA, Utrecht and Vienna
  • 2020 and 2017: Visiting Faculty to teach on UNU-GEST Programme, University of Iceland, Reykjavik 
  • 2019: Guest public lecture and research project meetings, Central European University, Budapest, Hungary and Ghent University, Belgium
  • 2018: Research project meetings and presentations at Universities of Linkoping and Orebro, Sweden.
  • 2017: Research project meetings and presentation at University of Bergen.
  • 2016: Resident Fellow at the Rockefeller Foundation, Bellagio, Italy.

Selected publications

  • Shefer, T., Bozalek, V. & Romano, N. (2024). Hydrofeminist thinking with oceans: Political and scholarly possibilities. London: Routledge.
  • Hussen, T. S. & Shefer, T. (2024). Conditional solidarity: men and masculinities in social justice movements. In J. Hearn, K. Aavik, D.L. Collinson & A. Thym (eds), Routledge Handbook on Men, Masculinities and Organisations: Theories, Practices and Futures of Organising (pp. 33-48). London and New York: Routledge.
  • Hussen, T. S. & Shefer, T. (2024). #MeToo through a decolonial feminist lens: critical reflections on transnational online activism against sexual violence. In Lykke, N., Koobak, R., Bakos, P., Arora, S. & Mohamed, K.(eds). Pluriversal Conversations on Transnational Feminisms: And Words Collide from A Place. New York and London: Routledge.
  • Shefer, T. (2024). Disrupting the colonial gaze: towards alternative sexual justice engagements with young people in South Africa. In Lykke, N., Koobak, R., Bakos, P., Arora, S. & Mohamed, K.(eds). Pluriversal Conversations on Transnational Feminisms: And Words Collide from A Place. New York and London: Routledge.
  • Shefer, T. & Ngabaza, S. (2023). A feminist critique of sexuality education for gender justice in South African contexts. Pretoria: CSA&G Pretoria University.
  • Shefer, T. & Hearn, J. (2022). Knowledge, power and young sexualities: A feminist transnational engagement. London: Routledge.
  • Shefer, T. & Ratele, K. (2023). South African critical masculinities studies: a scan of past, current and emerging priorities. NORMA, 18(2), 72-88.
  • Shefer, T., Zembylas, M. & Bozalek, V. (2023). Re-viewing peer reviewing: Towards an affirmative scholarship. SOTL in the South, 7(1), 147-167.
  • Mabin, A. & Shefer, T. (2023). Genders, Sexualities and Cities: Global Contexts and Local Possibilities. Journal of Social and Health Sciences, 21(1&2), 1-22.
  • Shefer, T. (2023). Aesthetics and politics in contemporary South Africa: Thinking with a ‘poetics of recycling. In S. Ponzanesi, K. Thiele, E. Midden, D. Oliviera & T. Oorschot (eds), Transitions in Art, Culture and Politics(pp. 211-220). Amsterdam: Amsterdam University Press.
  • Shefer, T., Sabelis, I. & Wels, H. (2023). Challenging Patriarchal, Colonial Patronage in Anthropocentric Engagements With 'Nature Conservation'. In Mellström, U. & Pease, B. Eds), Posthumanism and the Man Question: Beyond Anthropocentric Masculinities (pp. 99-112). New York and London: Routledge.
  • Shefer, T. (2023) Thinking with creativity, affect and embodiment in sexual justice scholarship. In Bhana, D., Crewe, M. and Aggleton, P. (eds), Sex, Sexuality and Sexual Health in Southern Africa: Contemporary perspectives (pp. 159-172). New York and London: Routledge.
  • Ngabaza, S. & Shefer, T. (2022) Sexuality Education for Sexual and Reproductive Justice? Deconstructing the dominant response to young people's sexualities in contemporary schooling contexts in South Africa. In Morison, T. & Mavuso, J.M.J. (eds), Sexual and Reproductive Justice: From the margins to the centre (pp. 191-208). Maryland: Lexington.
  • Shefer, T. & Bozalek, V. (2022) Wild swimming methodologies for decolonial feminist justice-to-come scholarship. Feminist Review, 130(1), 26-43.
  • Shefer, T. (2021) Care ethics and relationalities in a project of reimagining scholarship in/through feminist decolonial pedagogy and research. In Bozalek, V., Zembylas, M. & Tronto, J. (eds), Posthuman and political care ethics for reconfiguring higher education pedagogies (pp. 107-122). London and New York: Routledge.
  • Shefer, T. (2021) Sea hauntings and haunted seas for embodied place-space-mattering for social justice scholarship. In Bozalek, V, Zembylas M, Holscher, D and Motala, S. (eds). Higher Education Hauntologies: Speaking with Ghosts for a Justice-to-Come (pp. 76-87) Oxon: Routledge.
  • Gottzén, L., Mellström, U., and Shefer, T. (Eds.) (2020). The International Handbook of Masculinity Studies. London: Routledge.

Qualifications: BA (Hons), MA, PhD (UCT)
Position: Professor and Undergraduate Programme Coordinator (Convenor of WGS213 Intro to sex, gender & sexuality; WGS 321 Research Project)
Email: lclowes@uwc.ac.za

Research specialisation

  • Professor Lindsay Clowes is an NRF rated feminist historian, award winning educator, TAU Fellow and former Deputy Dean of Teaching and Learning whose research employs an interdisciplinary approach to think critically about changing intersectional constructions of gender. While her work has a particular focus on historical constructions of masculinity she is also interested in contemporary debates around the possibilities and challenges presented by feminist, decolonial and transformatory pedagogies. Her work has appeared in a range of local and international journals including Gender & History, Gender & Education, the Journal of Gender Studies, NORMA: International Journal for Masculinity Studies, Teaching in Higher Education, Culture Health & Sexuality, Agenda and Gender Questions.

Selected recent publications

  • 2023 Lindsay Clowes, LJ Theo, Nadia Sanger, Landa Mabenge & Sisa Ngabaza (eds) Feeling lives: an intersectional exploration of past experiences and present living, UWC Press
  • 2023 Lindsay Clowes, LJ Theo, Nadia Sanger, Landa Mabenge & Sisa Ngabaza "Introduction" in L Clowes, LJ Theo, N Sanger, L Mabenge & S Ngabaza (eds) Feeling lives: an intersectional exploration of past experiences and present living
  • 2023 Thozama Ntobela, Athini Mabandla, Ameerah Majiet, Rebekah Brand Marais Aqeela Brinkhuis, DWB and Lindsay Clowes 'Lockdown, living & learning' in L Clowes, LJ Theo, N Sanger, L Mabenge & S Ngabaza (eds) Feeling lives: an intersectional exploration of past experiences and present living
  • 2023 Lindsay Clowes 'History, culture & the social production of gender' in L Clowes, LJ Theo, N Sanger, L Mabenge & S Ngabaza (eds) Feeling lives: an intersectional exploration of past experiences and present living
  • Shefer, T., Clowes, L., & Ngabaza S. (2022). Student experience: a participatory parity lens on social (in) justice in higher education' in V Bozalek, D Holscher & M Zembylas (eds) Nancy Fraser and Participatory Parity: Reframing social justice in South African Higher Education Routledge
  • Shefer, T., & Clowes, L. (2020). The Scholarly advancement of an Academic project on gender justice' in R Bharuthram & L Popkas (eds) From hope to action through knowledge: the renaissance of the University of the Western Cape 2001-2014
  • Clowes, L. (2018). Gender equality is a human problem. Teaching men and masculinities in a South African undergraduate classroom in R Pattman & R Carolissen (eds) Transforming Transformation in research and teaching at South African Universities SUN press
  • Ngabaza, S., Shefer, T., & Clowes, L. (2018). Students' narratives on gender and sexuality in the project of social justice and belonging in higher education. South African Journal of Higher Education, 32(3),139‐153.
  • Shefer, T., Ratele, K.,& Clowes, L. (2018). Because they are me: Dress and the making of gender. South African Review of Sociology, 48(4), 63-81. DOI:10.1080/21528586.2018.1438918
  • Shefer, T., Strebel, A., Ngabaza, S., & Clowes, L. (2018). Student accounts of space and safety at a South African university: implications for social identities and diversity. South African Journal of Psychology, 48(1) 61-72. DOI: 10.1177/0081246317701887.2017
  • Clowes, L., T Shefer & S Ngabaza. (2017). Participating unequally: Student experiences at UWC, Education as Change.21, 2, 86-108
  • Morrell, R., & Clowes, L. (2016). The Growth of Gender Research in South Africa and Southern Theory. Gender Questions, 4(1), 18-pages.
  • Gachago D., Clowes, L., & Condy, J. (2016). Family comes in all forms, blood or not: Disrupting dominant narratives around the patriarchal nuclear family in a South African classroom, Gender & Education, 30(8), 966-981.
  • Morrell, R., & Clowes, L. (2016).The Emergence of Gender Scholarship in South Africa ‐ reflections on Southern Theory', Working paper No 381, Centre for Social Science Research, University of Cape Town
  • Clowes, L. (2015). Teaching masculinities in a South African classroom. Critical studies in Teaching and Learning 3, 2, 23-39.
  • Clowes, L. (2015). '"I act this way because why?" prior knowledges, teaching for change, imagining new masculinities' NORMA: International Journal for Masculinity Studies 10, 2 149-162
  • Shefer, T., & Clowes, L. (2014). Authentic learning in an undergraduate research methodologies course. In Activity Theory, Authentic Learning and Emerging Technologies (pp. 80-91). Routledge.
  • Clowes, L. & Shefer T. (2013). It's not a simple thing, co-publishing: The politics of co-authorship between supervisors and students in South African higher educational contexts'. African Education Review 10(1), 32-47.
  • Clowes, L. (2013). The limits of discourse: masculinity as vulnerability', Agenda, 95/27.1 12-19
  • Clowes, L. (2013). Teacher as learner: a personal reflection on a short course for South African university educators' Teaching in Higher Education 18, 7 709-720
  • Clowes, L. (2013). Who needs a father? South African men reflect on being fathered' Journal of Gender Studies 22 3 255-267
  • Ratele, K., Shefer, T., & Clowes, L. (2012). Talking South African fathers: A critical examination of men's constructions and experiences of fatherhood and fatherlessness. South African journal of psychology, 42(4), 553-563.
  • van der Spuy, P., & Clowes, L. (2012). Transnational mentoring: The impact of Sarojini Naidu's 1924 visit to South Africa on Cissie Gool and women's leadership 1. In Women's Activism (pp. 28-43). Routledge.
  • van der Spuy, P., & Clowes, L. (2012). 'A living testimony of the heights to which a woman can rise': Sarojini Naidu, Cissie Gool and the Politics of Women's Leadership in South Africa in the 1920s. South African Historical Journal, 64(2), 343-363.
  • Shefer, T., Clowes, L., & Vergnani, T. (2012). Narratives of transactional sex on a university campus. Culture, health & sexuality, 14(4), 435-447.
  • Clowes, L., D'Amant, T. & Nkani, V. (2012). 'Schools and their responses to the rights and needs of pregnant and parenting learners' in R Morrell, D Bhana, & T Shefer (eds) Books and Babies: pregnancy and young parents in schools. HSRC Press.

Qualifications: MA (Wits), MA (York), PhD (UCT)
Position: Professor and Postgraduate Programme Coordinator (Convenor of WGS731; WGS 832 (Feminist Theory) and WGS312 Gender & Embodiment)
Email: dlewis@uwc.ac.za 

Research Specialisation

I have had an abiding interest in diasporic women’s writing, popular, visual and literary culture in South Africa; postcolonial studies of feminisms; nexus of nationalism and gender; representations of sexualities. My recent work focuses on critical food studies and neo-liberalism’s impact on knowledge production, higher education and feminism.

I am currently the lead PI in a supra-national Mellon-funded Programme titled “Critical Food Studies: Transdiscplinary Humanities Approaches”. The Programme seeks to build research networks and enhance postgraduate research in a relatively new but expanding field. As a supra-institutional collaborative venture, the Programme brings together three research-intensive universities: Western Cape (UWC), KwaZulu-Natal (UKZN) and Pretoria (UP). The Programme focuses on research-driven outputs (including scholarly books, journal special issues, articles and open-access writings), postgraduate education, junior researcher mentoring, and a public humanities component. The programme also seeks to strengthen transdisciplinary humanities research capacity-building and foster research community.

To visit the programme's website, click here: https://www.criticalfoodstudies.co.za.

Selected Guest Professorships and Teaching

  • 2018 and 2019: Visiting Professor at African Gender Institute, UCT 
  • 2017: Marie Jahoda Visiting Professor, Ruhr University Bochum, Germany (January- April) 
  • 2017: International Course on Education for Political Educators, Escola Nacional Florestan Fernandes, Sao Paulo, Brazil 
  • 2013: Seminars and Guest Lectures at the Centre for the Study of Gender and Sexuality, New York University, (March-April) 

Selected Publications

  • 2020: “Nativism and African Performance”, Rai, S and Saward, M, eds. Politics and Performance. Oxford: Oxford University Press. (forthcoming) 
  • Co-edited with Gabeba Baderoon, Surfacing: On Being Black and Feminist in South Africa, Wits University Press (In production) 
  • 2020: “Governmentality and South Africa’s Edifice of Gender and Sexual Rights” in Journal of Asian and African Studies, 
  • 2019: “Revisiting Familyhood and Queer Belonging” in Morrison, T, Lynch, I and Reddy, eds. Queer Kinship. Unisa Press
  • 2018: Neo-liberalism and feminism in the South African Academy in Keilert, H. eds. Gender Studies and the New Academic Governance. Wiesbaden: Springer. 
  • 2017: (co-written with Cheryl Hendricks), “Epistemic Ruptures in South African Standpoint Knowledge-Making: Academic Feminism and the #FeesMustfall Movement” in Gender Questions. 
  • 2017: “Bodies, Matter and Feminist Freedoms: Revisiting the Politics of Food”, Agenda, 30,4. 
  • 2016: “Academy-Based Feminist intellectuals and the Nexus of state, globalization and civil society” in The Role of the State in Civil Society, Johannesburg: Real African Publishers 
  • 2013: ”Politics, Freedoms and Spirituality in Alaa al Aswani’s The Yacoubian Building, Journal for Islamic Studies, vol 33, pp100-125 
  • 2013: with Tigist Hussen and Monique van Vuuren, “Exploring New Media Feminist Technologies Among Young South African Women”, Feminist Africa, Issue 18. 
  • 2012: “Aesthetics and Identity in South African Fashion” in Moletsane, R, Mitchell, C and Smith, A, eds. Was it Something I Wore: Dress, Identity, Materiality. Cape Town: HSRC Press. 
  • 2011: “Representing African Sexualities” in Tamale, S, ed.African Sexualities: A Reader. Cape Town, Dakar, Nairobi and Oxford: Pambazuka Press), pp 119-217. 
  • 2011: “Writing Baartman’s Agency: History, Biography and the Imbroglios of Truth” in Gordon-Chipembere, N. ed. Representation and Black Womanhood. New York: Palgrave. pp101-120. 
  • 2011: Guest Editor of Social Dynamics, “Scripted Bodies” special issue 37, 2. 
  • 2011: Guest Editori of Agenda, special issue, “Gender, Sexuality and Commodity Culture” 25, 4. 
  • 2010: “Discursive Challenges for African Feminisms” in African Feminist Politics of Knowledge: Tensions, Possibilities, Challenges. Eds. Ampofo, Akosua and Arnfred, Signe, Uppsala: Nordic Africa Institute. 
  • 2009: “Gendered Spectacle: New Terrains of Struggle in South Africa” in Body Politics and Women Citizens – African Experiences, ed. Ann Schlyter, Stockholm: SIDA Studies. 2009. 
  • 2008: Rethinking Nationalism in Relation to Foucault's History of Sexuality and Adrienne Rich's “Compulsory Heterosexuality and Lesbian Existence” in Sexualities, 11, 1/2 
  • 2007: Living on a Horizon: the Writings of Bessie Head Trenton, NJ: Africa World Press

Qualifications: BA, BA (Hons), MA, PhD (UWC)
Position: Lecturer,Undergraduate Coordinator (Co-convenor of WGS 214 Gender in SA politics & culture; WGS711; WGS806 [Feminist Research Methodologies])
Email: crustin@uwc.ac.za

Research specialisation

  • I have a keen interest in gender justice, gender equality, women in politics and gendered legislative reforms having worked in the Parliament of South Africa for 16 years. My interest in gender justice has led to my pursuit of research related to gender equality, happiness (subjective well-being). My research foregrounds feminist research methodologies, with a focus on qualitative and quantitative methodologies, as well as mixed methods research. I am currently a researcher on the Andrew W. Mellon foundation project entitled ‘New Imaginaries a critical humanities project on gender and sexual justice’

Selected visiting scholar; scholar residences and teaching

  • September 2018 - April 2020: Post-doctoral Fellow - Andrew W. Mellow New imaginaries for an intersectional feminist, queer project on gender and sexual justice

Selected publications

  • Ratele, K., Rustin, C., & Florence, M. (2024). Quality of life and mental health: a situated African psychological perspective. In Reddy, V., Bohler-Muller, N., Mokomane, Z. & Soudien, C. (Eds.). State of the Nation-Quality of Life and Wellbeing in South Africa. HSRC Press.
  • Boonzaier, F., Malinga, M., & Rustin, C. (2023). "We Lost a Lot During COVID": Migrant Women’s Reflections on Precarity, Work and COVID-19 in Cape Town, South Africa. Social and Health Sciences, 10-pages.
  • Ratele, K., & Rustin, C. (2023). African-Centered Psychological Perspective on Happiness. The Qualitative Report, 28(10), 2936-2952.
  • Rustin, C. (2023). Studying happiness in post-colonial, post-apartheid South Africa: theoretical and methodological considerations. In Lykke, N.; Koobak, R.; Bakos, P.; Arora, S. & Mohamed, K. (Eds.). Pluriversal Conversations on Transnational Feminisms. And Words Collide from a Place. London: Routledge, 2023.
  • Rustin, C. (2023). Surprising and not so surprising places to learn about equality and justice in Watson, J and Nzewi, O (eds), Striving for social equity. Karavan Press
  • Rustin, C., & Shefer, T. (2022). Women’s narratives on gender equality and subjective well-being in contemporary South Africa. Gender Questions, 10(1), 18 pages. https://doi.org/10.25159/2412-8457/9343
  • Rustin, C., & Shefer, T. (2022). Review of the Covid diaries: women’s experiences of the pandemic by A. Gouws and O. Ezeobi (eds. 2021). International Journal of Care and Caring, 6, (1-2), pp. 303-307(5), DOI: 10.1332/239788221X16323395401489
  • Rustin, C. (2021): What gender legislative reforms have meant for women in South Africa. Law, Democracy and Development, 25, 47 – 70. DOI: http://dx.doi.org/10.17159/2077- 4907/2020/ldd.v25.spe3
  • Rustin, C. & Florence, M. (2021). Gender equality and women’s happiness in post-apartheid South Africa, Agenda, DOI: 10.1080/10130950.2021.1917298
  • Rustin, C (2019). Surprise! Most women are happy. Weekend Argus, August 11.

Administrative Staff

Position: Administrative officer
Email: maabrahams@uwc.ac.za
Tel: +27 (021) 959 2234

Emeritus Professor

Qualifications: PhD (Utrecht University)
Email: vbozalek@gmail.com

Research specialisation

  • Ethics of care, justice, feminist new materialism, posthumanism, postqualitative research, agential realism, hydrofeminism, Slow scholarship

Selected visiting scholar; scholar residences and teaching

  • STIAS 2019

Selected publications

Books
  • Bozalek, V. Braidotti, R., Shefer, T. and Zembylas, M. (eds.) (2018) Socially Just Pedagogies: Posthumanist, Feminist and Materialist Perspectives in Higher Education. Bloomsbury.
  • Bozalek, V., Holscher, D. and Zembylas, M. (eds.) (2020) Nancy Fraser and Participatory Parity: Reframing social justice in South African higher education. London and New York: Routledge. ISBN 9780429055355 DOI https://doi.org/10.4324/9780429055355
  • Bozalek, V., Zembylas, M. & Tronto, J. (eds.) (2021). Posthuman and Political Care Ethics for Reconfiguring Higher Education.London & New York: Routledge/Taylor & Francis. Ebook ISBN 9781003028468 https://doi.org/10.4324/9781003028468
  • Bozalek, V. & Pease, B. (eds.) (2021) Post-Anthropocentric Social Work: Critical Posthuman and New Materialist Perspectives. London & New York: Routledge. Ebook ISBN 9780429329982 https://doi.org/10.4324/9780429329982 ISBN 9780367349653
  • Bozalek, V., Zembylas, M. Motala, S. & Holscher, D. (Eds.) (2021) Higher education hauntologies: Living with ghosts for a justice-to-come. London and New York: Routledge.
  • Murris, K. & Bozalek, V. (eds.) (2023). In conversation with Karen Barad: Doings of agential realism. London & New York: Routledge.
  • Bozalek, V. & Zembylas, M. (2023). Responsibility, privileged irresponsibility and response-ability: Higher education, coloniality and ecological damage. Cham: Palgrave MacMillan Press.
  • Shefer, T., Bozalek, V. & Romano, N. (2024) (Eds.). Hydrofeminist thinking with oceans: Political and scholarly options. London & New York: Routledge.
Journal articles
  • Bozalek, V. (2017) Slow scholarship in writing retreats: A diffractive methodology for response-able pedagogies. South African Journal of Higher Education, 31(2): 40-57.
  • Bozalek, V. and Zembylas, M. (2017) Towards a response-able pedagogy across higher education institutions in post-apartheid South Africa: An ethico-political analysis. Education as Change, 21(2):62-85.
  • Bozalek, V. (2021). Slow Scholarship: Propositions for the Extended Curriculum Programme Education as Change, 25, 1-21 https://doi.org/10.25159/1947-9417/9049
  • Carstens, D. & Bozalek, V. (2021). Understanding Displacement, (Forced) Migration and Historical Trauma: The Contribution of Feminist New Materialism. Ethics and Social Welfare, 15:1, 68-83, DOI: 10.1080/17496535.2021.1881029
  • van der Waal, R., Mitchell, V., van Nistelrooij, I. & Bozalek, V. (2021). Obstetric violence within students' rite of passage: The reproduction of the obstetric subject and its racialised (m)other. Agenda 35(3), 36-53, DOI: 10.1080/10130950.2021.1958553
  • Bozalek, V. & Hölscher, D. (2022). From Imperialism to Radical Hospitality: Propositions for Reconfiguring Social Work towards a Justice-To-Come. Southern African Journal of Social Work and Social Development, 34(1)1-20.
  • Bozalek, V. (2022). Uncertainty or Indeterminacy? Reconfiguring Curriculum through Agential Realism. Education as Change, 26, 1-21 https://doi.org/10.25159/1947-9417/11507
  • Motala, S., & Bozalek, V. (2022). Haunted Walks of District Six: Propositions for Counter-Surveying. Qualitative Inquiry, 28(2), 244‐256. https://doi.org/10.1177/10778004211042349
  • Bozalek, V. G. (2022). Doing Academia Differently: Creative Reading/Writing-With Posthuman Philosophers. Qualitative Inquiry, 28(5), 552‐561. https://doi.org/10.1177/10778004211064939
  • Shefer, T. & Bozalek, V. (2022). Wild swimming methodologies for decolonial feminist justice-to-come scholarship. Feminist Review, 130, 26-43.
  • Bozalek, V. & Hölscher, D. (2022). From Imperialism to Radical Hospitality: Propositions for Reconfiguring Social Work towards a Justice-To-Come. Southern African Journal of Social Work and Social Development, 34(1)1-20.
  • Bozalek, V. (2022). Uncertainty or Indeterminacy? Reconfiguring Curriculum through Agential Realism. Education as Change, 26, 1-21 https://doi.org/10.25159/1947-9417/11507
  • Kuby, C. R., & Bozalek, V. (2023). Post Philosophies and the Doing of Inquiry: Webinars and WEBing Sessions Become a Special Issue(s). Qualitative Inquiry, 29(1), 3‐6. https://doi.org/10.1177/10778004221122288
  • Bozalek, V., & Romano, N. (2023). Immanent and diffractive critique in scholarship and publication. Critical Studies in Teaching and Learning (CriSTaL), 11(SI), 1-18. https://doi.org/10.14426/cristal.v11iSI.629
  • Bozalek, V. & Newfield, D. (2023). Doing Academia Differently. Scholarship of Teaching and Learning in the South, 7(1). https://doi.org/10.36615/sotls.v7i1.350
  • Shefer, T., Zembylas, M. & Bozalek, V. (2023). Re-viewing Peer Reviewing: Towards an Affirmative Scholarship. Scholarship of Teaching and Learning in the South, 7(1), 147–167. https://doi.org/10.36615/sotls.v7i1.299
  • Bozalek, V., Newfield, D., & Romano, N. (2023). Doing Concepts Differently. Scholarship of Teaching and Learning in the South, 7(1), 168‐189. https://doi.org/10.36615/sotls.v7i1.304
  • Bozalek, V. (2023) Ethological propositions for curriculum studies in higher education. South African Journal of Higher Education, 37 (5), 43-59. n https://dx.doi.org/10.20853/37-5

Extraordinary Professor

Qualifications: PhD, Vrije Universiteit Amsterdam (The Netherlands)
Email: h.wels@vu.nl

Research specialisation

  • Patriarchy and Masculinities in Nature Conservation in South Africa; Multispecies Organisational Ethnography; Diversity in Higher Education

Selected visiting scholar; scholar residences and teaching

  • 2017-2021: Research Fellow, Department of Anthropology and Archaeology, University of Pretoria
  • 2014-2017: Extra ordinary professor at the University of the Western Cape, Department of Geography, Environmental Studies and Tourism, South Africa
  • 2005-2008: Honorary Research Fellow, Centre for Environment and Development, University of Kwa-Zulu Natal, South Africa
  • 2003: Visiting Research Fellow, School for Human and Social Studies, University of Natal (now University of Kwa-Zulu Natal, South Africa)(July-December)

Selected publications

  • Alwahaibi, I. and Dauletova, V., & Wels, H. (2024). Camel ownership as a passage to adulthood in Omani Bedouin culture, Anthrozoos 37(2), pp. 197-211
  • Wels, H., & Kamsteeg, K. (2023). ‘Wild pedagogies for doing multispecies organisational ethnography: Using the tracking craft of the Southern African San', in: Tallberg, L. and Hamilton, L. (eds) The Oxford Handbook of animal organization studies, Oxford: Oxford University Press, pp. 159-17
  • Wels, H., & Rowe, M.(2023). ‘Book review: The value of the ethnographic tradition and the need to look forward’, Journal or Organizational Ethnography, 12(2), pp. 256-258. https://doi.org/10.1108/JOE-07-2023-093
  • Boonzaaier, C., Wels, H. (2022). 'The call of 'thinking wild' in times of climate disaster. Indigenous wisdom from Southern Africa, in Okech, R., Kieti, D. and Duim, van der, R. (eds) Tourism, climate change and biodiversity in Sub-Saharan Africa, Leiden: African Studies Centre Leiden, pp. 139-151
  • Shefer, T., Sabelis, I & Wels, H. (2022). . Colonial patronage in anthropocentric engagements with ‘nature conservation’. Narratives of White Male Game Rangers in Southern Africa, in: Mellström, U. and Pease, B. (eds) Posthumanism and the man question. Beyond anthropocentric masculinities, London, New York: Routledge, pp. 99-112
  • Kamsteeg, F., Wels, H. (2022). ‘Double-barrelled’ ironies in history: A coincidental discovery of Cecil John Rhodes at the Zuid-Afrika Huis in Amsterdam, in: Magic Visions:Portraying and inventing South Africa with lantern slide,. Stobbe, J., Deen, R. & van der Waal, M. (eds.), Amsterdam: Zuid-Afrika Huis Cultuur en Kenniscentrum, 223-238
  • Alwahaibi, I. and Dauletova, V., Wels, H. (2022). Camels in the Bedouin community of Oman: Beyond the human-animal binary,Anthrozoos, 36(1), pp. 1-14
  • Rowe, M, Wels, H. (2022). . ‘Book review: Of what is this a case?’, Journal of Organizational Ethnography, 11(3), 232-233
  • Kamsteeg, F. and Durrani, L, Wels, H. (2021). Organizational ethnography after lockdown: “Walking with the rouble”, Journal of Organizational Ethnography, 10(3), p. 358-368
  • Wels, H. & Birke, L. (2021). Connections: Live with horses and other animals, in: Birke, L. and Wels, H. (eds) Dreaming of Pegasus: Equine imaginings, Stafforshire: Victorina Press, 1-17
  • Birke, L, & Wels, H. (2021). Dreaming of Pegasus: Equine imaginings, Stafforshire: Victorina Press, 165 p
  • Wels, H. (2020). Multi-species ethnography: Methodological training in the field in South Africa, Journal of Organizational Ethnography, 9(3), p. 343-363
  • Turner, J., & Wels, H. (2020). Lion conservation and the lion bone trade in South Africa: On CITES, shifting paradigms, “sustainable use”, and rehabilitation, The Oriental Anthropologist, 20(2), p. 303-314
  • Kamsteeg, F., Verbuyst, R., & Wels, H. (2020). De San in zuidelijk Afrika: Over solastalgie, ‘rewilding’ en een oproep tot ‘nieuwe zuinigheid’, Podium voor Bio-Ethiek, 27(3), p. 23-26
  • Kamsteeg, F. and Sabelis, I., & Wels, H. (2020). Auto-ethnographic reflections on whiteness: Rethinking diversity in Dutch-South African higher education research, in: Crul, M., Ghorashi, H. Dick, L. and Valenzuela, A. (eds) Scholarly engagement and decolonisation: Views from South Africa, The Netherlands and the United States, Stellenbosch: Sun Media, 103-137

Research Associates

Qualifications: BA, MA, PhD
Email: swatiaroris@gmail.com

Research specialisation

  • Theatre, Performance, Visual Culture, Transnational feminisms, Postcolonial Studies

Selected publications

  • Arora, S (2024). ‘Disobedient Women and Theatre Historiography in India’, in The Methuen Drama Handbook to Gender and Theatre, edited by Sean Metzger and Roberta Mock. London: Bloomsbury, 2024.
  • Nina Lykke, Redi Koobak, Petra Bakos, Swati Arora and Kharnita Mohamed (eds.) (2023). Pluriversal Conversations on Transnational Feminisms: And Words Collide from a Place, , London and New York: Routledge.
  • Swati Arora, Redi Koobak and Nina Lykke (2023). ‘Decolonisation, the University, and Transnational Solidarities’, in Pluriversal Conversations on Transnational Feminisms: And Words Collide from a Place, edited by in Nina Lykke et al. London and New York: Routledge, 2023
  • Arora, S (2022). 'Fugitive Aesthetics: Performing Refusal in Four Acts', in Injury and Intimacy: In the Wake of #MeToo in India and South Africa, edited by Nicky Falkof, Shilpa Phadke and Srila Roy. Manchester: Manchester University Press, 2022. Pp. 309-336.
  • Arora, S. (2021). 'A Manifesto to decentre theatre and performance studies', Studies in Theatre and Performance 41.1 (2021): 12-20
  • Arora, S. (2020). 'Walk in India and South Africa: Notes towards a decolonial and transnational feminist politics', South African Theatre Journal 33.1, p. 14-33
  • Arora, S. (2019). 'Walking at Midnight: Women and Danger on Delhi's Streets', Journal of Public Pedagogies 4, p. 171-176.

Qualifications: BA LLB (UCT); BSocSci (Hons) (UCT); MA (Institute of Social Studies, Netherlands); PhD (Stellenbosch)
Email: pollyspd8@gmail.com

Research specialisation

  • I have a strong interest in gender, violence and power, and have focused on masculinities and violence, in prison, military and community settings. More recently, I have been immersed in critical surf studies, and surfing as a microcosm of broader societal issues, including (de)colonialism, gender justice, queer inclusion, climate change, and activism for social change.

Selected visiting scholar; scholar residences and teaching

  • March 2022 - March 2023: Postdoctoral fellowship; Learning Partnership for Gender Transformation (LP4GT) in Africa project; School of Public Health; UWC
  • January 2020 - December 2021: Postdoctoral fellowship; Andrew W. Mellon: New imaginaries for an intersectional feminist, queer project on gender and sexual justice; Women's and Gender Studies; UWC

Selected publications(last 10 years)

  • Graaff, K. (2024). Surfing as a space for activism and change: What could surfing be(come)? In T. Shefer, V. Bozalek & N. Romano (Eds.), Hydrofeminist Thinking with Oceans: Political and pedagogical possibilities. Routledge.
  • Thompson, G. & Graaff, K. (2023). Thinking with/in surfing: Podcasting as public pedagogy and scholarship in/for the global South. Critical Studies in Teaching and Learning, 11(S12): 38-54. http://dx.doi.org/10.14426/cristal.v11iSI.
  • Graaff, K. (2021). The implications of a narrow understanding of gender-based violence. Feminist Encounters, 5(1): article 12. https://doi.org/10.20897/femenc/9749.
  • Graaff, K. (2021). Reassessing Masculinities-Focused Interventions: Room and Reasons for Improvement. Social and Health Sciences, 19(1), 103–123. https://doi.org/10.25159/2957-3645/10334.
  • Graaff, K. & Heinecken, L. (2017). Masculinities and gender-based violence in South Africa: a study of a masculinities-focused intervention programme. Development Southern Africa, 34(5): 622-634. http://dx.doi.org/10.1080/0376835X.2017.1334537.

Qualifications: BA, BA (Hons), M.Phil (UCT), PhD (UWC)
Email: susangredley@gmail.com

Research specialisation

  • My research interests emerge from my experiences as a student and academic in diverse higher education institutions in post-apartheid South Africa. Current scholarship focuses on socially just, innovative and authentic ways of teaching, learning and engaging with students, and ways in which pedagogies can contribute to promoting personal and social transformation.

Selected publications

  • Gredley, S., February, B., Ntobela, T., van Heerden, C., van Wyk, A. & Clowes, L. (Accepted). Can I do this? Doing research as an undergraduate student in an interdisciplinary programme in UWC's Faculty of Arts and Humanities, in M. K. Ralarala, S. Pillay, Z. Bock and R. H. Kaschula (Eds.) Unlocking the chains of knowledge: Understanding the challenges, remaking pedagogies and curriculum renewal. UWC Press / African Sun Media.
  • Mitchell, V., Gredley, S., & Carette, L. (2023). Participatory Relationships Matter: Doctoral Students Traversing the Academy. Qualitative Inquiry, 29(1), 232–243. https://doi.org/10.1177/1077800422110159
  • Gredley, S., & Hodgkinson-Williams, C. A. (2022). Recognition of prior learning as a form of open learning in post-school education and training in South Africa: A social justice perspective, in T. Mayisela, S. C. Govender & C. A. Hodgkinson-Williams (Eds.), Open learning as a means of advancing social justice: Cases in post-school education and training in South Africa (pp. 16–43). African Minds. https://doi.org/10.47622/9781928502425_1
  • Gredley, S., & McMillan, J. (2022). ‘Opening learning to students in a South African university through innovative institutional fundraising initiatives: A social justice view', in T. Mayisela, S. C. Govender & C. A. Hodgkinson-Williams (Eds.), Open learning as a means of advancing social justice: Cases in post-school education and training in South Africa (pp. 44–69). African Minds. https://doi.org/10.47622/9781928502425_2
  • Gredley, S. (2020). “When it rains [our house] rains too”: Exploring South African students’ narratives of maldistribution, in V. Bozalek, M. Zembylas and D. Hölscher (Eds.) Nancy Fraser and Participatory Parity: Reframing social justice in South African higher education. Routledge, UK. pp. 94-110.
  • Gredley, S. (2015). Learning through experience: Making sense of students’ learning through service learning. South African Journal of Higher Education, 29 (3), pp 243-261.

veronicaannmitchell@gmail.com

Research specialisation

  • Dr Veronica Mitchell developed a special interest in human rights education which led to her researching aspects of the medical undergraduate curriculum and the force it has on students' becoming. Drawing on Feminist New Materialism and Posthumanism, her work examines relationships that extend beyond human-centredness. Her post-qualitative inquiry has contributed innovative ways of doing research differently. She currently facilitates workshops related to the intersection of women’s health with their human rights in the Department of Obstetrics & Gynaecology at the University of Cape Town. Her publications include a research blog, authored websites, book chapters and journal papers. She also passionately promotes the production of Open Educational Resources (OER) as a sharing of knowledge for the public good (see OpenUCT).

Selected publications

  • Gordon, C., Mitchell, V., & Doyle, G. 2023. Crafting medical education differently: an innovative pedagogical approach to enhance deep learning in Obstetrics and Gynaecology. SOTL in the South. 7(1), 83-100. https://journals.uj.ac.za/SOTL/index.php/sotls/article/view/297<li>
  • Motala, S., and Mitchell, V. (2023). Gestures for engineering and medical education: Drawing on our Barad encounter. In Conversation with Karen Barad: Doings of Agential Realism. (Eds.) K. Murris & V Bozalek. Routledge. ISBN: 9781032253831
  • Mitchell, V., Gredley, S., & Carette, L. (2022). Participatory Relationships Matter: Doctoral Students Traversing the Academy. Qualitative Inquiry. 29(1), 232-243. DOI:10.1177/10778004221101591
  • Mitchell, V. (2021). Un/thinking with thread/s: Needling through boundaries related to COVID-19 and medical training. Imaginations: Journal of cross-cultural image studies. 12(2):in press
  • Van der Waal, R., Mitchell, V., van Nistelrooij, I., & Bozalek, V. (2021). Obstetric violence as students' rite of passage: The reproduction of the obstetric subject and its racialized (m)other. Agenda. 17(51). DOI: 10.1080/10130950.2021.1958553
  • Bayat, A., & Mitchell, V, (2020). Affective assemblages matter in socially just pedagogies, CriSTaL 8(1), 57-80. DOI: 10.14426/cristal.v8i1.219 http://www.cristal.ac.za/index.php/cristal/article/view/219/213
  • Bozalek V, Newfield D, Romano N, Carette, L., Naidu, K., Mitchell, V., & Noble, A. (2020). Touching Matters: Affective Entanglements in Coronatime. Qualitative Inquiry. DOI:10.1177/1077800420960167 https://doi.org/10.1177/1077800420960167
  • Gordon, C., & Mitchell, V. (2019). Risks and rewards in Sexual and Gender Minority teaching and learning in a South African Health Sciences medical curriculum. Education as Change. Vol 23 https://upjournals.co.za/index.php/EAC/article/view/3757 DOI: https://doi.org/10.25159/1947-9417/3757
  • Romano, N, Mitchell, & Bozalek, V. (2019). Why walking the Common is more than a walk in the Park. Journal of Public Pedagogies, https://doi.org/10.15209/
  • Mitchell, V (2019). Medical students’ response-ability to unjust practices in obstetrics: A relational perspective. PhD Dissertation. https://etd.uwc.ac.za/handle/11394/6946
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