Prof MM Nkoane, obtained his PhD in 2006 from the University of the Free State. He is currently a research specialist in the Department of Educational Psychology and Special Education. He is also the Acting Deputy Dean: Research and Internationalisation in the Faculty of Education. He has an experience that range for 23 years in Higher Education. Focus of his research work is on how to create Sustainable Learning Environments (SuLE), aimed at refining pedagogic praxis with the intention of optimising educational opportunities and conditions for learning. His work is located within the discourses of social justice and emancipatory paradigm contributing to the corpus of research covering various aspects (i.e. Educational psychology and Inclusive education; Transformation of Higher Education systems; Decoloniality in African universities; etc.).

Qualifications:

PhD, University of the Free State: MEd, University of the North: BAEd and BEd (Hons), Defunct (Vista University) 

Research interests: 

Focus of Prof Nkoane’s research work is on how to create Sustainable Learning Environments (SuLE), aimed at refining pedagogic praxis with the intention of optimising educational opportunities and conditions for learning. His work is located within the discourses of social justice and emancipatory paradigm contributing to the corpus of research covering various aspects (i.e. Educational psychology and Inclusive education; Transformation of Higher Education systems; Decoloniality in African universities; etc.).

Professional membership:

South African Education Research Association (SAERA);

Sustainable Learnig Environments and Sustainable Rural Learning Ecologies (SuLE/SuRLEc)

Research Databases / Publications:

Journal Articles, Conference Proceedings, Books and Book Chapters (2000–Date)

Lawrence, K and Nkoane, MM (2020, in Press), Transforming higher education spaces: Analysis of higher educational attainment expectation factors among high school learners in Kwa Dlangezwa: International Journal of Education and Practice 1000

Teele, T and Nkoane, MM (2020), Corollaries of Pedagogic Praxis On Technological Skills Transfer for Emerging Farmers, Gender & Behaviour Volume 18 (1), ISSN: 1596-9231

Maphumulo, NP and Nkoane, MM (2020), ‘Educators’ Comportment on Health and Emotional Well-Being’, Gender & Behaviour Volume 18 (1), ISSN: 1596-9231

Nkoane, MM (2020, in Press). Evoking Afrikan grand-narratives: as a quest for decoloniality to champion rural knowledge systems. Alternation Edition (2019) EISSN: 2519-5476 

Nkoane, MM and Dube (2019). The Interface of Politics and Religion in Zimbabwean Politics: Rethinking Religious Leaders as Agents of Consecration and Repudiation Alternation Special Edition 23 (2018) 224 – 243 ISSN  1023-1757

Gumbi, EB and Nkoane, MM (2019), Sustaining a safe and secure learning environment: A case study of selected school in Newcastle. Journal of Gender & Behaviour Vol: 17, No 3 (pp 13673 -13691). ISSN: 1596-9231

Mthethwa, NR and Nkoane, MM (2019), Enriching the role of female principals as curriculum managers at Amajuba district. Journal of Gender & Behaviour Vol: 17, No 3 (pp 13866 -13877). ISSN: 1596-9231

Phori, JR and Nkoane, MM (2019), An African Philosophy of Ubuntu as a Conceptual Domain for Scholarship in the 21st Century. Journal of African Renaissance. Special Issue, September 2019 (pp 187-206). ISSN: 1744-2532 (Print) ISSN: 2516-5305 (Online) 

Makhonza, LO, Lawrence, KC and Nkoane, MM (2019). Polygonal Ubuntu/Botho as a superlative value to embrace orphans and vulnerable children in schools. Journal of Gender & Behaviour Vol: 17, No 3 (pp 13522 – 13530). ISSN:1596-9231

Nkoane, MM (2019). Between Knowledge Industries Space of Places: Discourses of Industries 4.0. For A Sustainable Learning Environments. (09 – 11 October) 4th Teaching and Learning Conference. South Africa’s Equation with the Fourth Industrial Revolution. Is Higher Education ready? Conference Venue:  Tusk Umfolozi Casino Hotel – Empangeni

Masondo, NC and Nkoane, MM (2019). Value of Ubuntu Approach for Principals in Implementing Inclusive Education. (03-05: July). An International Conference on Scholarship in the 21st Century. Central University of Technology (CUT), Bloemfontein, RSA 

LG Legodu and Nkoane, MM (2019). Use of School Vegetable Garden as an Indigenous Knowledge System Pedagogic Praxis to Enhance Theoretical Probability. 03-05: July). An International Conference on Scholarship in the 21st Century. Central University of Technology (CUT), Bloemfontein, RSA 

Nkoane, MM (2019). Emancipatory Hope Decolonising African Pedagogic Praxis: A Case for South African Higher Education Institution. 03-05: July). An International Conference on Scholarship in the 21st Century. Central University of Technology (CUT), Bloemfontein, RSA 

Nkoane, MM and N Shozi (2019). Inclusive and Liberatory Praxis: Interlacing through Inclusive Education. (02-03: July). 4th South African Symposium On Teacher Education for Inclusive Teaching. Emerald Conference Centre Hotel, Vanderbijlpark, Gauteng 

Ntseto, MR and Nkoane, MM (2019). Collaboration as an enabler to perceive inclusive education: Foci on SIAS Policy. (02-03: July). 4th South African Symposium On Teacher Education for Inclusive Teaching. Emerald Conference Centre Hotel, Vanderbijlpark, Gauteng 

Nkoane, MM (2018). Evoking Afrikan grand-narratives: as a quest for decolonisation. Sustainable Learning Rural Learning Ecologies (SuRLEc) Colloquium. Qwaqwa Campus of the University of the Free State – October 2018.

Nkoane, MM and Shozi, N (2018). Social righteousness as a surrogate praxis towards Inclusive Teaching. Paper presented at the 3^rd South African Symposium on Teacher Education for Inclusion. In Johannesburg South Africa.

Nkoane, MM (2018). Death of God Resurrection Education of Afrika for Afrika. Paper presented at the 1st Lecture Decolonisation of the Curriculum University of Zululand. Empangeni South Africa.

Dube, B, Nkoane, MM and Hlalele, D (2017). The Ambivalence of Freedom of Religion, and Unearthing the Unlearnt Lessons of Religious Freedom from the Jonestown Incident: A Decoloniality Approach. Journal for the Study of Religion. 30 (2), 330-349.

Nkoane, MM and Mary-Ann Damons (2017). A craft towards an Afrocentric social work approach through adult education: A decolonisation stance. 6 – Submitted – Not Published yet

Nkoane M.M (2017).  Is Africanisation of Teaching and Learning a conduit to credit other forms of knowing. Paper presented at the University of Zululand 2nd Teaching and Learning Conference    11 – 13 October 2017

Nkoane M.M (2017). Decolonizing research approaches: Amplifying Afrikan ways of knowing.  Paper presented at the 5^TH SAERA Conference: 23–26 OCTOBER. Port-Elizabeth South Africa.

Nkoane, MM (2016). Is South African education a dream deferred, fulfilled or betrayed: Reimagining education system for sustainable learning environments? Paper presented at the Southern African Education Association (SAERA) 23–26 October, Cape Town, South Africa.

Nkoane, MM (2016). Is decolonisation a right pathway for South African education: Case for sustainable rural learning ecologies? Paper presented at the Annual SuLE/SuRLEc International Colloquium 05–07 October, University of the Free State Qwaqwa Campus.

Nkoane, MM (2016). A critical postcolonial discourse: A case for sustainable learning environments in South Africa. Paper presented at the International Conference on Education and New Developments, 12–14 June, Ljubljana, Slovenia.

Nkoane, MM (2016). Radical rethinking: A different discourse for African universities. Paper presented at the University of Johannesburg. Decolonizing the Curriculum, Teaching and Learning Symposium.

Nkoane, MM (2015). Sustainable rural learning ecologies: A pathway to acknowledging African knowledge systems in the arena of mainstream of knowledge production? Journal of Higher Education in Africa/HEA/RESA, 13(1&2), 33-44.

Nkoane, MM (2015). Could sustainable learning environments for social justice in education be a lead-out to resist inequalities in knowledge industry? Paper presented at the Discourse Power and Resistance (DPR) Conference in London.

Nkoane, MM (2014). “Is the notion of Africanisation an enabling premise for the transformation of South African universities in the 21^st century? A paper presented at Rhodes University. Africanisation and Higher Education Symposium. 13-15 October, Grahamstown, South Africa.

Nkoane, MM (2014). Is sustainable rural learning ecologies a pathway to acknowledgement of local knowledge in South Africa? SuRLEc Colloquium, Qwaqwa Campus of the University of the Free State.

Nkoane, MM (2014). How to change the pedagogic practice in postgraduate? Paper presented at FACE conference in Salford University, UK. Manchester.

Nkoane, MM (2014). “African knowledge system: Emancipatory strategy for preparing postgraduate students through pedagogy of engagement”. South African Journal of Higher Education, 34(3A), 697-706.

Nkoane, MM (2013). “Creating sustainable postgraduate supervision learning environment through critical emancipator research”. TD the Journal of Transdisciplinary Research in Southern Africa, 9(2).

Nkoane, MM (2013). “Initiating the discourse in sustainable learning environments and social justice”. Journal of Education Studies 12(1).

Nkoane, MM (2013). “Power of language and communication in a critical emancipatory research”. Perspective in Education Journal, 22(4), 98-104.

Nkoane, MM (2013). “Revisiting pedagogic practices: A case for sustainable learning environments for postgraduate supervision studies at higher education”. South African Journal of Higher Education.

Nkoane, MM (2013). Creating sustainable postgraduate supervision learning environments through critical emancipatory. Paper presented at Annual Sustainable Learning Ecologies Colloquium. University of the Free State, Bloemfontein, South Africa.

Nkoane, MM (2013). Reinventing Paulo Freire: Pedagogy of love through sustainable learning environments. Paper presented at Discourse, power and resistance conference, London, UK – Greenwich University.

Nkoane, MM (2013). Re-visiting change: Education for sustainable learning environments and social change. Paper presented at International Conference on Educational Reform (ICER). Siem Real, Cambodia.

Nkoane, MM and Beyers, C (2012). “Troubling discourse: Social justice approach towards combating HIV/AIDS stigmatisation among adolescents”. Journal of Psychology in Africa, 22(4), 659-667.

Nkoane, MM (2012). “Critical emancipatory research for social justice and democratic citizenship”. Journal of Perspective in Education, 30(4), 98-104.

Nkoane, MM (2012). “Challenging pedagogic practices: Creating an inclusive sustainable learning environment for postgraduate supervision”. Article published online: ISSES Conference proceedings, Dubrovnik in Croatia. ISBN 978-80-905241-1-8.

Nkoane, MM (2012). “Discomforting truths: The emotional terrain of understanding social justice”. Journal for New Generation Science, 10(2), 3-13.

Nkoane, MM and Lavia, J (2012). “Rethinking education in South Africa: Amplifying liberation pedagogy”. A book chapter in: Culture, education and community – Expression of the postcolonial Imagination. Published by Palgrave publishers, pp.49-67. ISBN: 978-0-230-33825-8.

Nkoane, MM (2012). African knowledge system: Social learning as a strategy for preparing postgraduate students through pedagogy of engagement. Paper presented at the International Conference of African Indigenous Research & Development Initiatives. Muldersdrift, Johannesburg, South Africa.

Nkoane, MM (2012). Revisiting pedagogy of hope: A case for sustainable rural learning ecologies. Paper presented at Sustainable Learning Rural Learning Ecologies (SuRLEc) Colloquium. Qwaqwa Campus of the University of the Free State.

Nkoane, MM (2011). “Critical liberatory inclusive pedagogy: Arguing for a zero-defect discourse”. Journal of Acta Academia, 43(4), 111-126.

Nkoane, MM (2011). “Sustainable research informed environment: A South African strategy to address challenges of knowledge production”. Paper presented at the IJAS Multidisciplinary Conference, 31 Oct–03 Nov 2011.

Nkoane, MM (2011). “Power and education: Critical analysis of special educational needs”. Paper presented at the Conference in Equity in Education. 24-25 March 2011, Luang Prabang, Laos PDR.

Francis, D, Mahlomaholo, MG and Nkoane, MM (2010). Praxis towards sustainable empowering learning environments in South Africa. A book published by SUNMeDIA in South Africa.

Nkoane, MM and Sebusiso Radebe (2010). Psychological assessment and evaluation of learners by child guidance clinics”. A book chapter in: Praxis for sustainable and empowering learning. Published by SUNMedia in South Africa. (This paper was also presented at a colloquium at NWU Potchefstroom Campus.)

Nkoane, MM, Alexander, G, van Wyk, MM, Jaftha, CD and Khabanyane, KE (2010). “The UFS community service intervention on grade 12 science, mathematics and accounting: Scholarship of teaching and learning”. Chapter in book: Sustainable and empowering learning through scholarship of engagement. Wits University Press.

Nkoane, MM (2010). “Listening to voices of the voiceless: A critical consciousness for academic industrial complex”. South African Journal of Higher Education.

Nkoane, MM and J Ramdhani (2010). “Why sticks and carrots are only for animals: An exploratory study on self-worth in higher education”. South African Journal of Higher Education.

Nkoane, MM and Mahlomaholo, S (2010). “Research as a subversive activity at the micro to the macro levels: The case of thirteen postgraduate students at the Central University of Technology, Free State”. Journal of Africa Education Review (AER), Unisa.

Nkoane, MM (2009). “Time for action is now! Revolutionary praxis: Higher education for all”. Second International Conference of Teaching and Learning (ICTL-2009) INTLI University College, Malaysia

Nkoane, MM (2009). Voices of the voiceless students: A critical platform for emancipation. A book or monograph published by: VDM Verlag Dr Muller Aktiengesellschft & Co.KG. Dudweider Landstr 99, 66-123 Saarbrucken. Germany. ISBN: 978-3-639-15588-4.

Nkoane, MM (2009). Critical and radical learning discourse: Towards a pedagogy for empowerment”. Chapter in a book: Educational research and transformation in South Africa. Published by Science Africa, Lynnwood Ridge, South Africa. ISBN: 978-1-875050-017.

Nkoane, MM (2010): “Listening to Voices of the Voiceless: A Critical Consciousness For Academic Industrial Complex”. South African Journal of Higher Education

Nkoane, MM and Mahlomaholo, S (2009). “Academic rigour versus social relevance: Which way should the pendulum swing with regard to experiential learning and community service learning in social sciences?” Journal of Social Science.

Nkoane, MM (2006). “Challenges facing South Africa’s educational advancement”. International Journal of Educational Advancement, 6(3), 243-252.

Nkoane, MM and Mekoa, I. (2006). “The challenges facing African thought and African universities in the 21^st century”. Article submitted to the Journal of the Centre for the Study of Southern African Literature and Languages (Alternation 13[1]).

Nkoane, MM (2006). “The Africanisation of the university in Africa”. Journal of the Centre for the Study of Southern African Literature and Languages (Alternation, 13[1] 49-69).

Nkoane, MM (2005). “African university: The evolving self”. South African Association for Research and Development in Higher Education (SAARDHE) Conference. University of KwaZulu-Natal, Howard Campus, Durban. South Africa.

Nkoane, MM (2004). “Preliminary findings of the analysis of factors that inhibit access of students with special educational needs to higher education institutions in the Free State. National Association for Learner Support and Development Conference. University of the Free State, Bloemfontein, South Africa.

Nkoane, MM (2003). “Theoretical analysis of factors that inhibit access of students with special educational needs to higher education institutions in Free State” SAADA Conference, University of Technology Western Cape. Cape Town, South Africa.

Nkoane, MM and Letlala, BD (2002). Constructing knowledge through a learner-centred approach. Student-centred learning: Challenges and opportunities for knowledge in Southern Africa. SAAD Conference, University of the Witwatersrand. South Africa.

Mahlomaholo, MG and Nkoane, MM (2001). The case for an emancipatory qualitative research: Reflection on assessment of quality. Qualitative research in education Conference, Rand Afrikaans University, South Africa. Journal of Education as Change/Onderwys as Verandering, Faculty of Education & Nursing – RAU, 6(1).

Ramabenyane JM, Nkoane MM, Khabanyane KE and Mahlomaholo MG (2001). Assessment at grade 12 within the context of outcomes-based education (OBE) in South Africa: Lesson from Great Britain. World Education Fellowship 41^ST International Conference Proceedings, Sun City, South Africa.

Mahlomaholo MG, Nkoane MM, Ramabenyane JM and Khabanyane KE (2001). Assessment at grade 12 within the context of outcomes-based education (OBE) in South Africa. Lesson from United States of America. World Education Fellowship 41^ST International Conference Proceedings, Sun City, South Africa.

Khabanyane KE, Nkoane MM, Mahlomaholo MG and Ramabenyane JM (2001). Education reconstruction (African perspective). World Education Fellowship 41^ST International Conference Proceedings, Sun City, South Africa.

Nkoane MM, Mahlomaholo MG, Khabanyane KE and Ramabenyane JM (2001). Assessment at grade 12 within the context of outcomes-based education (OBE) in SADEC region: Lesson for South Africa. World Education Fellowship 41^ST International Conference Proceedings, Sun City, South Africa.

Mahlomaholo MG, Nkoane MM, Khabanyane KE, Sematle M and Sookdin UN (2001). Self-esteem and performance in mathematics. Journal of the Southern African Association for Research in Mathematics and Science Education, 5(1).

Maimane JR, Nkoane MM & Mbaza NE (2000). Learners’ perception about their mathematics teachers and their relationship to performance. Association of Mathematics Education in South Africa, UOFS.

Nkoane MM, Maimane JR and Mbaza NE (2000). Relationship between anxiety towards mathematics and academic performance in mathematics. Association of Mathematics Education in South Africa, UOFS.

Sookdin UN, Nkoane MM, Mahlomaholo MG, Sematle M and Khabanyane KE (2000). The impact of the Bloemfontein technology project on the self-esteem of learners who have participated in the project. Southern African Association for Research in Mathematics and Science Education Conference Proceedings, UPE.

Sematle M, Nkoane MM, Mahlomaholo MG, Khabanyane KE and Sookdin UN (2000). An investigation into gender differences in black learners’ attitude towards mathematics in secondary schools in Phuthaditjhaba. Southern African Association for Research in Mathematics and Science Education Conference Proceedings, UPE.

Khabanyane KE, Nkoane MM, Mahlomaholo MG, Sematle M and Sookdin UN (2000). The relationship between concept mapping and performance in grade 10 biology. Southern African Association for Research in Mathematics and Science Education Conference Proceedings, UPE.

Nkoane MM, Mahlomaholo MG, Khabanyane KE, Sookdin UN and Sematle M (2000). Relationship between academic performance and learning approaches of learners doing physical science in grade 11 in some high schools in Mangaung. Southern African Association for Research in Mathematics and Science Education Conference Proceedings, UPE.