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Welcome to the Centre for General Education!
About General Education (GenEd)
During the Curriculum Renewal Project, it was envisioned that the curriculum and pedagogy at DUT must be intentionally designed to prepare our graduates for employment, while simultaneously preparing them for critical citizenship in an emergent and still fragile democracy. The introduction of General Education (GenEd) into the DUT curriculum was a key initiative of the strategic project on Curriculum Renewal which aimed to provide students with the general knowledge and skills necessary to actively participate in discourses that shape local, national, professional, and global communities.
The main responsibility of the Centre for General Education is to ensure that the principles and philosophy on which General Education was introduced into all DUT qualifications is realised to its full potential. The Centre is responsible for overseeing the delivery of 30 Institutional General Education (IGE) modules across the seven delivery sites of DUT.
The primary objective of the various modules offered by the Centre for General Education is to develop our students to be more reflective about their beliefs and choices, more self-conscious and critical of their presuppositions and motivations, more perceptive of the world around them, and more informed about the issues that arise in their lives, personally, professionally, and socially. The underpinning humanistic and transformative philosophy of our teaching approach provides the students with an opportunity to critically engage with contemporary issues and debates and to reflect on issues of citizenship and social justice. Its goals are to help students think critically, develop values, understand traditions, respect diverse cultures and opinions, and most importantly, put that knowledge to use.
Aims of General Education at DUT
- To build a student-centred educational experience embedded in the local context.
- To prepare students for an increasingly diverse and complex globalised work environment.
- To cultivate an engaged and critical citizenry in the context of an emerging and fragile democracy in an ever-changing world order.
The Centre for General Education is responsible for:
- Effective delivery of the IGE modules residing in the Centre.
- Promoting the underpinning humanistic and transformative philosophy of GenEd by ensuring that module delivery provides the students with an opportunity to critically engage with contemporary issues and debates and to reflect on issues of citizenship and social justice.
- Promoting Research in high impact practices in Teaching, Learning and Assessment aligned to transformative education pedagogy.
- Development of new IGE GenEd modules that will contribute to the Envision 2030 Strategy.
- Ensuring the development and implementation of department and faculty based GenEd modules are aligned with the approved institutional guidelines, and GenEd requirements.
- Development of policies in relation to GenEd where applicable.
- Monitoring and Evaluation of the implementation of General Education in collaboration with the Centre for Quality Promotion and Assurance (CQPA).
Dr Juliet Ramohai
|Position: Head of Department and Senior Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101
Research Interests: Gender identities in education; specifically, black women in higher education: access and successful participation in institutions of higher learning, mobility into leadership positions, and their success. Behavioural challenges for the girl child in residential youth care centres (specifically adolescents) and the support needed for their successful reintegration into communities.
Dr Anusharani Sewchurran
|Position: Lecturer (PMB Campus)
Courses Teaching: Cornerstone 101; Equality and Diversity (EQDV)
Research Interests: Political economy of media; Digital humanities and 4IR; Decoloniality; Afrofuturism and contextual Archiving.
Dr Benita Bobo
|Position: Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101
Research Interests: Community Engagement in Higher Education; Community Development; Community Psychology; Gender Studies; Education; Social Justice; Transformative Learning
Dr Dumile Gumede
|Position: Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101
Research Interests: Family relationships; African culture; Sexual behaviours; Sustainable livelihoods; Self-care; Student support
|Position: Admin Assistant (DBN Campus
Dr Nosipho Makhakhe
|Position: Senior Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101, Basics of Geopolitics 101
Research Interests: Social scientist and health promotion specialist. Intervention mapping and implementation, community participatory research, HIV research among key and vulnerable populations (sex workers, men who have sex with men, long distance truck drivers, adolescent girls and young women).
|Position: Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101, Equality and Diversity 101
Research Interests: Psychology of Education and Support Teaching and Early Childhood Education (from 0 to Grade 3)
|Position: Admin Assistant (PMB Campus)
Dr Siyanda Dlamini
|Position: Senior Lecturer (PMB Campus)
Courses Teaching: Cornerstone 101; Equality and Diversity (EQDV101)
Research Interests: Community Safety; Crime Prevention and Policing; Cyber-Crime; Comparative Restorative Justice System; Forensic Investigation; Victimology; Correctional Practice; Transformative Education and Pedagogies in Higher Education.
|Position: Lecturer (DBN Campus)
Courses Teaching: Cornerstone 101
Research Interests: Public mental health interventions; Social justice and social integration; Community psychology; Participatory research; Positive psychology
The Centre for General Education is responsible for the delivery of the Institutional General Education Modules listed below. Other General Education Modules are serviced by other departments within DUT. A list of these modules can be found below:
Basics of Geopolitics (BGEP101)
The aim of this module is to provide students with the geopolitical skills and knowledge needed to succeed in a global world both academically, professionally and personally.
Topics included in the Basics of Geopolitics module include:
- Basics Concepts of Geopolitics (Power, Space, and Time)
- The North-South Perspective
- The East-West Perspective
- The Fight for Resources
- The Role of Religions
- Bombs and Guns
- The New Giants
- Beyond Planet Earth
Students in this module will learn how to share their knowledge and participate in the community of higher education, with values and practices that promote self-awareness, social justice and environmental awareness.
Topics covered in the Cornerstone module include:
- Issues of Identity
- The journey
- Skills needed within a university
Equality and Diversity (EQDV101)
The purpose of this module is to enable students to appreciate diversity in self, others and society, and to participate in the development of equality and mutual respect in their communities. The impact of prejudice, stereotypes and discrimination is described in relation to individual development and social harmony. Socio-historical and legal frameworks related to equality and diversity are outlined to enable agency in students.
The aim of this module is develop students with a critical and informed understanding of leadership, and with skills that enable them to understand and take ethical leadership in a variety of contexts, including within the institution.
Topics included in the Leadership module include:
- Negotiation of ground rules
- Developing of questions and goals for learning
- Existing experience of leadership
- Basic concepts and theories of leadership
- Preparing for community engagement
- Case studies of leadership – engagement with leaders from different context
Restorative Justice (RSJS101)
The purpose of the module is to equip students with knowledge and skills to contribute to a peaceful, non-violent society.
On completion of this module, the student will be able to:
- Explain the concept of restoration, and compare a restorative approach to the retributive approach
- Describe the indigenous and spiritual roots of restorative approaches
- Identify and describe restorative philosophy and various restorative practices
- Evaluate the appropriateness of a restorative approach in the South African context
- Demonstrate a restorative approach to situations of conflict
Violence and Non-Violence (VNVL101)
The purpose of this module is to develop students’ awareness of self and society through engaging with text and lived experiences related to violence and nonviolence. It is also to develop students’ practice of critical and engaged citizenry; to challenge the ways in which violence serves to deepen inequality between social groups, in particular between men and women; to develop students’ understanding of the nature, extent and causes of violence; and to enable students to become active leaders for nonviolence within their roles as students and citizens.
World of Work (WWRK101)
The aim of this module is to ensure that our graduates are not only skilled professionals in their chosen area of study but also broadly educated and well-rounded local and global citizens. This module is designed to introduce and develop non-technical working related competencies and values within students in order to facilitate easier adapting to the workplace in Work Integrated Learning (WIL) placements, and/or their future careers.
Topics included in the World of Work module include:
- Traditional and Modern CV Writing
- Who am I? (DISC, MBTI etc.)
- Job Searching
- Job Applications
- Body Language
- Verbal Communication
- Visual /Graphical Presentation
- What Is “Business”
Publications and Research
|Dr. Anusharani Sewchurran (née Govender)
|Sewchurran, A., (2022). A cautious celebration: interrogating Ryan Coogler’s Black Panther as a work of Afrofuturism and Capital. In Special Edition – Alternation. (in press)
Sewchurran, A., (2022). Black Panther: a reception analysis. Image and Text. (in press)
David, K., and Sewchurran, A. 2022. Disruptive Technology: An Enabler to Support the Rehabilitation of Survivors in Post Conflict Societies. In Murithi, T., and Roestenburg-Morgan, I. Eds. Survivor-Centred Justice: Global Perspectives and Issues. Routledge (in press)
Pannach, F., Sporleder, C., May, W., Krishnan, A. and Sewchurran, A., 2021. Of lions and Yakshis. Semantic Web, 12 (2), pp.219-239.
Sewchurran, A. and Hofmeyr, B., 2020. A critical reflection on digital disruption in journalism and journalism education. Acta Academica: Critical views on society, culture and politics, 52(2), pp.181-203.
Sewchurran, A. and Pannach, F., 2020. Negotiating the possibilities digital humanities offers Media and Cultural Studies for Crisis Communication Adjustments in the time of COVID-19. In Learner and subject at the dawn of research-led teaching and learning in the time of COVID-19. Smit, J.A., Ndimande-Hlongwa, N., Mkhize, N., and Ramrathan, L. Eds. CSSALL publishers: Durban. 48-75.
Sewchurran, A. 2017. Digital divide, data trash and the commodification of information: discourses around the digital divide, Nelson, O., Salawu, A. and Ojebuyi, B.R. (eds) Impacts of the media on African socio-economic development, IGI-Global.
Sewchurran, A. 2017. Digital archiving as dance pedagogy. Conference proceedings, Confluences 9: Deciphering decolonisation in Dance Pedagogy in the 21st century, Cape Town. 12-14th July 2017.
Sewchurran, A. 2015. An elephant in sheep’s clothing? South Africa’s experience of Freedom of Information, Felle, Tom and Mair, John (eds) Freedom Fighters or Lazy Journalism? Critical reflections on freedom of information, Bury St Edmonds: Abramis
Govender, A. 2009. Community Radio in KZN: an idealized public sphere, Hyde-Clarke, Nathalie (ed.) Citizen Journalism and Alternative Avenues of Communication, Claremont: Juta
|B Bobo (2021). How to determine the role of community engagement in student development: Formulating a research project proposal to answer this question. In J Bezerra, C Paterson & S Paphitis (eds). Challenging the apartheids of knowledge in higher education through social innovation. pp. 24 – 44. African Sun Media: South Africa.
B Bobo & J Akhurst (2019). “Most importantly, it’s like the partner takes more interest in us”: using Ubuntu as a fundamental ethic of Community Engagement partnerships at Rhodes University. Alternation Special Edition 27, pp. 88 – 110.
B Bobo (2017). A participant-focused sociological analysis of Beedz, a Grahamstown skills training project for women, using a Third World Feminist perspective. Journal For New Generation Sciences 15(1), pp. 36 – 50.
|Dumile Gumede, Nothando B. Ngwenya, Stella Namukwaya, Sarah Bernays & Janet Seeley. (2019). A reflection on ethical and methodological challenges of using separate interviews with adolescent-older carer dyads in rural South Africa. BMC Medical Ethics, 20:47 Busisiwe Nkosi, Janet Seeley, Nothando Ngwenya, Lerato Mchunu,
Dumile Gumede, Jane Ferguson, & Aoife M. Doyle. (2019). Exploring adolescents and young people’s candidacy for utilising health services in a rural district, South Africa. BMC Health Services Research, 19:195 Virginia Bond, Fredrick Ngwenya, Emma Murray, Nothando Ngwenya, Lario Viljoen,
Dumile Gumede, Bwalya Chiti, Jabulile Mantantana, Graeme Hoddinott, Peter J. Dodd, Helen Ayles, Musonda Simwinga, Sandra Wallman, & Janet Seeley. (2018). Value and limitations of Broad Brush Surveys used in Community-Randomized Trials in Southern Africa. Qualitative Health Research, 00(0), 1-19
Perriat, D., Plazy, M., Gumede, D., Boyer, S., Pillay, D., Dabis, F., Seeley, J., & Orne-Gliemann, J. (2018). “If you are here at the clinic, you do not know how many people need help in the community.”: perspectives of home-based HIV services from health care workers in rural KwaZulu-Natal, South Africa in the era of Universal Test-and-Treat. PLoS ONE, 13(11)
Harling, G., Gumede, D., Shahmanesh, M., Pillay, D., Bärnighausen, T., & Tanser, F. (2018). Sources of social support and sexual behaviour advice for young adults in rural KwaZulu-Natal, South Africa. BMJ Global Health, 3(6), e000955
Ngwenya, N., Gumede, D., McGrath, N., Shahmanesh, M., Grant, A., & Seeley, J. (2018). Community perceptions of the socio-economic structural context influencing HIV and TB risk, prevention and treatment in a high prevalence area of HIV in the era of antiretroviral therapy. African Journal of AIDS Research, 17(1): 72–81.
Plazy, M., Perriat, D., Gumede, D., Boyer, S., Pillay, D., Dabis, F., Seeley, J., & Orne-Gliemann, J. (2017). Implementing universal HIV treatment in a high HIV prevalence and rural South African setting – field experiences and recommendations of health care providers. PLoS ONE, 12(11)
Harling, G., Gumede, D., Mutevedzi, T., McGrath, N., Seeley, J., Pillay, D., Bärnighausen, T., & Herbst, K. (2017). The impact of self-interviews on response patterns for sensitive topics: a randomized trial of electronic delivery methods for a sexual behaviour questionnaire in rural South Africa. BMC Medical Research Methodology, 17(125)
Gumede, P.R., du Plessis, G., & Gumede, D. (2013). The psychosocial needs of teenagers orphaned by HIV and AIDS: a qualitative study in KwaZulu-Natal. The Social Work Practitioner-Researcher, 25(1): 79-95
|Dr Juliet Ramohai
|Ramohai, J. 2013. Towards a social sustainability in higher education: enhancing students’ solidarity and togetherness through collaborative projects in racially diverse learning environments. Journal of Transdisciplinary Research in Southern Africa, Special edition. 9(3): 430 – 445.
Ramohai, J. 2014. ‘Marginalised Access’ in South African Higher Education: Black women academics speak! Mediterranean Journal of Social Sciences, 5(20): 2976 – 2985
Alexander, G., Ramohai, J. & Van Staden, A. 2014. Why Did It Happen to Us? Confronting the Individualisation of Racism in a Historically White Afrikaans Institution of Higher Learning. Mediterranean Journal of Social Sciences, 5(23)
Ramohai, J & Marumo K. 2016. Women in Senior Positions in South African Higher Education: A reflection on Voice and Agency. Alternation. 23, (1): 135 – 157
Alexander, G., Ramohai, J. & Ramoruti, M. 2017. Teacher and Parental Views Regarding Learner Motivation in a Rural School Setting of Lesotho. African Journal of Pedagogy and Curriculum. 3(1)
Ramohai, J. 2019. Women in senior management positions at South African universities: their movement in, out and across institutions. Gender in Management: An International Journal. 34(3): 217 – 232 (https://doi.org/10.1108/GM-10-2017-0138)
Ramohai, J. 2019. A black woman’s perspective in understanding transformation and diversity in South African higher education. Transformation in Higher Education. 4(0):
Ramohai, J. An argument for psychosocial support for women leaders in residential youth care centres in South Africa (under review)
|Dr Nosipho Makhakhe
|Makhakhe, N. F., MeyerWeitz, A., & Sliep, Y. (2022). Motivating factors associated with oral pre-exposure prophylaxis use among female sex workers in South Africa. Journal of Health Psychology, 13591053211072674.
Sliep, Y., Makhakhe, N. Ngcongo, S & Calmes, B. (2021) Working with life stories for transformation. In Kagan, C., Lawthom, R., Zambrano, A. X. Z., Inzunza, J.A.A., Richards, M. & Akhurst, J. Handbook of community psychology: resistance, hope and possibilities. Routledge Publishers, Oxfordshire, England. ISBN 9780367344153
Makhakhe, N. F., Meyer-Weitz, A., Struthers, H., & McIntyre, J. (2019). The role of health and advocacy organisations in assisting female sex workers to gain access to health care in South Africa. BMC health services research, 19(1), 1-9.
Makhakhe, N.F., Grasso, M., Maleke, K., Struthers, H., McIntyre, J., Lane, T., (2018). The methodological and practical concerns of conducting an integrated bio-behavioral survey with female sex workers. East African Journal of Applied Health Monitoring and Evaluation,
Makhakhe, N. F., Lane, T., McIntyre, J., & Struthers, H. (2017). Sexual transactions between long distance truck drivers and female sex workers in South Africa. Global Health Action, 10(1), 1346164.
Maleke, K., Makhakhe, N., Peters, R. P., Jobson, G., De Swardt, G., Daniels, J., … & Struthers, H. (2017). HIV risk and prevention among men who have sex with men in rural South Africa. African Journal of AIDS Research, 16(1), 31-38.
|Baloyi-Mothibeli, S.L.; Ugwuanyi, C.S & Okeke, C.I.O (2021). Exploring Grade R teachers’ mathematics curriculum practices and strategies for improvement: Implications for physics teaching. Cypriot Journal of Educational Science. 16(1), 238-250. https://doi.org/10.18844/cjes.v16i1.5523
|Dr. Siyanda Dlamini
|Witness Maluleke, Siyanda Dlamini & Aden Dejene Tolla. 2022. Child trafficking in South Africa: trends and perspectives. In Spiegel E. Mutalemwa G. Liu C. and Kurtz L. R. Peace Studies for Sustainable Development in Africa: Conflicts and Peace Oriented Conflict Resolution. Switzerland AG. Springer International Publishing.
Dlamini, S. 2021. South African Police Services Officials` Perceptions of Community-Police Relations in Durban, South Africa. International Journal of Criminology and Sociology. (10) 1.224-230.
Mbonambi, N. N. and Dlamini, S. 2021. South African Police Service members’ perceptions of the impact of weather patterns on the residential burglary phenomenon in the Newlands east policing area, Durban. American Journal of Humanities and Social Sciences Research (5) 7. Pp 326-333.
Maluleke, W. Motseki, M. M. Mokwena, R. J. and Dlamini, S. 2021. The modus operandi of perpetrators for credit card fraud in the Vaal Region, South Africa. Cogent Social Sciences Journal. (7) 1. 1-11.
Motseki, M. M. Maluleke, W. and Dlamini, S. 2020. Military role in democratic transition and Succession: Lessons from the Kingdom of Lesotho. Cogent Social Sciences Journal. (6) 1. Available at: https://doi.org/10.1080/23311886.2020.1847845.
Dlamini, S. 2020. Citizens’ satisfaction with the South African Police Services and Community Police Forums in Durban, South Africa. International Journal of Social Sciences and Humanity Studies (12) 2. 593-606. Online.
Dlamini, S. and Balgobind-Singh, S. 2018. An Exploration of the Programmes and Services Available to Victims of Trio-Crimes in the Metropolitan Area. American Journal of Humanities and Social Sciences Research (2) 12 pp177-187.
Dlamini, S. and Balgobind-Singh, S. 2018. Lack of Communication, Resources, Trust as Well as Political Interference and Saps Organisational Culture as Hindrances to Effective Community Police Forums. American Journal of Humanities and Social Sciences Research (2) 12 pp193-200.
Dlamini, S. 2018. Police Officers’ Attitudes toward Citizens in South Africa. International Criminal Justice Review. 28(1) 45-61.
Witkin, N. and Dlamini, S. 2019. Community Policing Reforms and Organizational Changes: An Assessment of Officers’ Perceptions of Community-Police Relations in South Africa. Journal of Criminal Justice, 31(3), 199−214.
Maluleke, W. and Dlamini, S. 2019. The Prevalence of Organised Cross-Border Crimes in South Africa: A Non-Empirical Statistical Data Analysis On Stock Theft and Hijacking of Motor Vehicles. International Journal of Social Sciences and Humanity Studies (11) 1. Online.
Maluleke, W. Dlamini, S. and Rakololo, W. M. 2019. Betrayal of A Post-Colonial Ideal: The Effect of Corruption On Provision of Low-Income Houses in South Africa. International Journal of Business and Management Studies (11) 1. Online.
Olofinbiyi, S. A. Mkhize, S. Dlamini, S. Maluleke, W. and Olofibiyi, O. B. 2019. Social Dimension of Risk Behaviour Among Adolescent Prostitutes: Insight from South Western Nigeria. Cogent Social Sciences Journal. Available at: https://doi.org/10.1080/23311886.2019.1565616.
Dlamini, S. and Nzama, P. N. 2019. A Criminological Exploration of Cyber Prostitution within the South African Context: A Systematic Review. American Journal of Humanities and Social Sciences Research (3) 1. Pp 136-145.
Dlamini, S. and Mbambo, C. 2019. An Exploratory Study on Mechanisms in Place to Combat Hacking in South Africa: A Criminological Perspective. American Journal of Humanities and Social Sciences Research (3) 1. Pp 146-154.
Dlamini, S. and Mbambo, C. 2019. Understanding policing of cyber-crime in South Africa: The phenomena, challenges and effective responses. Cogent Social Sciences Journal. (5) 1. Available at: https://doi.org/10.1080/23311886.2019.1675404
Nomarwayi, T. Dlamini, S. Breakfast, N. B. and Bradshaw, G. 2020. Political killings in the post-apartheid South Africa: A political and criminological perspective in KwaZulu-Natal Province, 1994-2019. Gender & Behaviour. 18 (1). Pp 1-11.
Dlamini, S. and Baloyi, T. 2020. An Evaluation of Independent Investigative Mechanisms in the South African Police Services to Control Corruption. International Journal of Social Science. 3 (1). 105-114.
Dlamini, S. 2020. A comparative analysis of the quality of Community Police Forums in local Cato Manor & Glenwood communities, South Africa. Cogent Social Sciences Journal. (6) 1. Available at: https://doi.org/10.1080/23311886.2020.1809141.
|Horwood, C., Haskins, L., Alfers, L., Masango-Muzindutsi, Z., Dobson, R., and Rollins, N. 2019. A descriptive study to explore working conditions and child care practices among informal women workers in KwaZulu-Natal, South Africa: Identifying opportunities to support childcare for mothers in informal work. BMC Pediatrics, 19 (382).
Masango-Muzindutsi, Z., Haskins, L., Wilford, A., and Horwood, C. 2018. Using an action learning methodology to develop skills of health managers: Experiences from KwaZulu-Natal, South Africa. BMC Health Services Research, 18 (907). Jama, N.A., Wilford, A.,
Masango, Z., Haskins, L., Coutsoudis, A., Spies, L. and Horwood, C. 2017. Enablers and barriers to success among mothers planning to exclusively breastfeed for six months: A qualitative prospective cohort study in KwaZulu-Natal, South Africa. International Breastfeeding Journal, 12 (43): 1-13.
Muzindutsi, P.F. and Masango, Z. 2015. Determinants of leisure satisfaction among undergraduate students at a South African university. International Journal of Business and Management Studies, 7 (1-2): 32-47.