Contact: Prof Ursula Hoadley Download a PhD Student & Supervisor Guide
Overview
The School of Education (SoE) aspires to have a leading doctoral programme that develops a new generation of researchers whose work is located at the intersection of context, theory, practice, reflection, and insight. The PhD is by research (i.e. thesis only), and there is no course work. While it is possible to be away from UCT at times during the PhD, we insist that students spend the first six months with us in order to develop their final research proposal. We also strongly recommend that students are in Cape Town for at least the last six months of their write-up.
PhD applications are accepted throughout the year. You may apply online.
Admission requirements
- An appropriate Masters Degree - with an average of 70%.
- A pre-proposal - carefully outlining a question an applicant proposes to answer including how s/he proposes to answer the question.
- Availability of a supervisor - a pre-proposal is used to gauge the School’s capacity to supervise the proposed research topic.
A pre-proposal serves two purposes:
- to enable the SoE to read an independent attempt at a proposal by a prospective applicant
- to assist the SoE in gauging its capacity to supervise the proposed topic.
- Refer to the detailed pre-proposal requirement.
Identifying a potential supervisor
Prior to application you should get in touch with a potential supervisor. Please consider available supervisors in the School of Education OR in the Scholarship of transition, teaching and learning (SHETTL) in the Centre for Higher Education Development (CHED).
Registration
- When an applicant is offered a place, s/he is required to accept or reject an offer in writing (via email) to the Faculty Office/Admissions. If the offer is accepted, the applicant then proceeds with registration. From the date of first registration, a student is expected to complete a PhD proposal, under supervision, within six (6) months, otherwise progress is deemed to be unsatisfactory and may not be allowed to continue.
New registration
- Although new PhD students may register at any time of the year, it is recommended that registration is done between 1 January – 30 April.
Final year students
- To avoid re-registration and hence payment of tuition fees, students are required to submit their thesis by 12h00 on the last day of the year (31 December) or before the start of a new academic term.
Thesis submission dates
When a thesis is nearing the point of completion, the candidate notifies the DDB of intention to submit for examination.
Intention to submit
- A notice of Intention to Submit a PhD Thesis is upload on PeopleSoft at least 6 weeks before you actually submit your thesis for examination.
Thesis submission
- A thesis is submitted online for examination at least 5 months before the upcoming graduation ceremony. This time is designed to allow for the examination process to run its course.
NOTE: The length of a PhD thesis may not be more than 80,000 words, unless with permission of the Dean (acting in consultation with the supervisor) upon request to exceed the normal length.
Uploading for examination
All documents must be uploaded in PDF format with the exception of the citation and the mini citation which are submitted as Word documents: (see a Quick Reference Guide)
Note: Should you have any technical challenges with the digital submission process or PeopleSoft system, please email Student Systems Support: sss-helpdesk@uct.ac.za.
Finally, a PhD in Education is awarded at the University convocation held at dates and times set by the University Council.
For enquiries, please contact the PhD Programme Convenor: Prof Ursula Hoadley (Email: uk.hoadley@uct.ac.za)
Current registered PhD students and their projects
| First Name | Surname | Thesis Title |
|---|---|---|
| Sean | Abrahams | Grit and Academic Performance in a South African Higher Education Context |
| Wendy | Adams | Investigating TVET student's experience of their work-integrated learning programmes. |
| Andrea | Alexander-Dullisear | The role of gamification in supporting decolonial teaching, learning and assessment: a case of UCT Humanities introductory course |
| Candrine | Atkins | How are existing AI-enhanced educational tools used in the development of measurement concepts and skills in Grade 10 mathematical literacy through the lens of Vygotskian sociocultural theory? |
| Aaron | Bauknight | Strategies in using Model Eliciting Activities to develop of Preservice Teachers' Mathematical Modelling Competencies in Financial Mathematics |
| Adjei | Bediako | Teachers' participation in lesson study to develop grade 12 learners' mathematical modelling competencies in measurement. |
| Kate | Bernberg | ‘Troubling’ Academic Induction: The case for cross-genre, multimodal approaches to assessment and the implications for student access and investment in arts theory higher education in South Africa. Area of study: Higher Education - social constructivist perspective, with a focus on academic literacies, assessment, multimodal social semiotics, decolonisation in Higher Education |
| Hestia | Brink | A study of monoidal bias in the computational activity of learners of early secondary school algebra |
| Hannah | Carrim | Teaching difficult histories in South Africa |
| Sashni | Chetty | First-year female residential students’ access of tutoring systems to support their learning: a Communities of Practice perspective |
| Pagiel Joshua | Chetty | Legacy of Liberation: Tracing the Educational-Activist Journey of Harold Cressy High School in Apartheid-Era District Six (and beyond) |
| Alice | Clarfelt | An exploration with South African youth into transformative possibilities by applying Theatre of the Oppressed as Participatory Action Research |
| Amber | Clarke | Towards a Double-Loop, Multilateral Scholastic Report Card Using Strong Structuration Theory: A Design- Based Research Approach |
| Lameez | Davids | The Production of Graduate Employability: Integrating the Realist Capability Approach and Morphogenesis in South African Higher Education |
| Helen | Day | This project will explore the reframing of education provision discourses in South Africa in the contemporary period. Through examining the converging intersection of public education, private education initiatives, and philanthropic contributions as a way of better understanding the variety of educational discourses that are serving the needs of marginalised learners in South Africa. |
| Isha | Dilraj | Deconstructing notions of access and transformation in a neoliberal university in South Africa: The paradox of erasure, disruption, and the rhetoric of inclusion |
| Jason | Du Plessis | Critical genre pedagogy for pre-service English teachers: Towards a multilingual framework for creative writing |
| Terri | Elliott | The recontextualisation of Dramatic Arts in three Cape Town high schools. |
| Samantha | Evans | The expansion of South African teachers’ agency in the implementation of Coding and Robotics as a new subject in public primary schools. |
| Sieraaj | Francis | #RhodesMustFall: Exploring the potential for social media to support students delinking from coloniality at the University of Cape Town -A Fourth Generation Cultural Historical Activity Theory Perspective |
| Candice | Gerber | A teacher is their practice: A narrative exploration of teacher habitus in Intermediate Phase English teachers |
| Shanali | Govender | Learning to teach under conditions of precarity: An academic staff development perspective |
| Linda | Halliday | An analysis of the sport coaching profession: understanding knowledge practices and knowledge building through experience and professional practice. |
| Mary-Rose | Hamilton | The theory and practice of developing class-consciousness: a case study of the contribution of a socialist party in South Africa. |
| Helga | Jansen | A Political Economy Analysis of VET policy in South African public education 1945 - 2012 |
| Sumaya | Joseph | Exploring the role of a Higher Certificate ( NQF level 5) in developing graduates’ personal capabilities and professional capabilities to do rehabilitation care work: A case study of the Higher Certificate in Disability Practice |
| Teopolina | Kanime | Family Language Policy in Informal Settlements: Linguistic Ethnography of Translingual Literacy Practices in Namibian Homes |
| Catherine | Langsford | Towards an interactional model of reading literacy for English reading comprehension of Grade 8 learners: a design-based research study of Johannesburg, South Africa |
| Sharon | Layton | Seeking equity in mathematics education in an urban community of complex disadvantage in South Africa: exploring with local secondary teachers what matters. |
| Mosuwa Nemeya Prince | Leburu | Exploring Pathways and Frameworks to Decolonise Private Higher Education in South Africa: A Critical Realism Foray |
| Ignacious | Leeuw | Linguistic practices of Bi/Multilingual learners at former Model C Schools in Kimberley: The politics of language, identity and inclusion |
| Jamo | Macanze | Translations of Disruptive Pedagogic Innovations in Higher Education in Mozambique: An Actor Network Theory analysis |
| Mvuyo | Maduna | Voicing the Literature Review: A Critical Exploration of the Research Literacies and Meaning-Making Practices of working Postgraduate Students |
| Samkelo | Matutu | My research is currently focused on MTBBE implementation in Grade 4 Mathematics in isiXhosa-dominant township schools, with attention to classroom language practices (oral vs written), classroom texts/resources (including quality/translation issues), and how assessment practices align or misalign with daily teaching and learning. |
| Mandlenkosi | Mhlongo | A FRAMEWORK FOR ADOPTING BLENDED LEARNING IN SOUTH AFRICAN HIGHER EDUCATION CONTEXT |
| Dorris | Mnengi-Gweva | The influence of colonial traditions on on identity and agency of new academic developers in differentiated Higher Education of South Africa: A critical realist perspective |
| Chaim | Moch | A Sociological Investigation of Evaluation in Talmud Pedagogy |
| Inocent | Moyo | Capitalist epistemology and the conditioning of the environmental management curriculum in a South African institution of higher education |
| Michell Sibongiseni | Mpike | Investigating the integration of customised Generative-AI chatbots in South African Higher Education Courses: A Cultural-Historical Activity Theory Analysis |
| Ncedo | Mtsi | Biliteracy Beyond Boundaries: Investigating isiXhosa-English Biliteracy in Cape Town Township Primary Schools Through the Lens of CAPS and Learners’ Translanguaging Practices |
| Abigail | Mwanda | Towards a responsive student support ecosystem model for a postgraduate public health distance education programme at a South African university |
| Monogaran | Naidoo | Alienation in Mathematics (Study in Mathematics Education) |
| Melvin | Pather | Advocating for a Decolonial Arts Entrepreneurial Mindset that re-centres social and cultural values, shifting the epistemological foundations of arts practice at a South African university by using a Design-based Research (DBR) approach to leverage existing entrepreneurship initiatives as critical interventions. |
| Lyndal | Pottier | An exploratory case study of social justice-oriented adult education practice in a single Community Learning Centre in the Western Cape. |
| Jaques | Pretorius | Care, Capital and the Common Good: a political economy analysis of elite Anglican Church schooling in South Africa |
| Margaretha Aletta | Pretorius | Surfacing the signifieds: a critical realist analysis of ‘student recruit’ and ‘graduate’ constructs in two creative private Higher Education providers’ online marketing and programmatic material. |
| Mukhtar | Raban | A design-based research approach to critical digital language pedagogy at a South African University: Towards critical consciousness and Humanisation |
| Arthi | Ramrung | Holistic Student Support in Higher Education: Effect on Academic Development of Students, a Narrative Study |
| Mishka | Reddy | (Dis)entanglements of decolonisation, digitalisation, and writing practices in the Humanities and Social Sciences: A case of an Extended Curriculum Programme at an ‘Afropolitan’ university |
| Mary | Ritchie | Institutional affiliation and long-term engagement amongst alumni: factors influencing alumni identity, affinity and disaffection in a historically white South African university. |
| Cecile | Sackeyfio | Wading through democracy: Race, inequality and power and the persistence of white supremacy in South African schooling |
| Tshidiso | Seitshiro | Exploring the motivational aspects that impact the academic success of impoverished Technical, Vocational Education and Training (TVET) College students: The perspectives of TVET engineering students |
| Lieketseng | Sekoto | Responsiveness of the clinical audiology curriculum in South Africa: An exploratory mixed methods study |
| Orrie | Staschen | Literacy, Lexiling and the Role of Data for Grade 9/10 English Home Language Educators in a Cape Flats School |
| Nokuthula | Vilakati | A sociology of knowledge inquiry into developing the curriculum and pedagogy for academic developers in a Nursing Science disciplinary space |