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My awareness of the negative effects of the teaching of science as a monoculture which serves the interests of the privileged elite, informs the design of my modules. I view teacher training modules as an avenue to seek resolutions to uplift the marginalized members of society, especially women and the poor. One way of accomplishing this is, for example, by designing my undergraduate modules to equip teacher trainees with skills to research and establish food gardens, based on the principles of permaculture, to address issues of nutrition and disease, especially among poor communities. My postgraduate supervision foci are ecofeminism and the influence of gender in STEM fields.
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I have published a paper about gender in medicine titled “"Pink Collar Medicine': Medical students navigating the gendered landscape of a South African medical school". Papers with a socio-scientific approach include “Doing youthful masculinities in an era of HIV/AIDS" ; "Connecting with pre-service teachers’ perspectives on the use of digital technologies and social media to teach socially relevant science"; "Risking It: Entering Uneven Socio-scientific Spaces in a Life Sciences Classroom"; "Theorising researcher self-effacement and youth deep insiders in the context of HIV and AIDS";" Young HIV/AIDS researchers taking the gender shots:calling the shots through photovoice"; and a book chapter titled "HIV/AIDS and sexuality education in the Life Sciences classroom: Life Sciences teachers as conscious practitioners". Studies about women and gender are detailed in papers titled: "Gazing Inward: Teaching in the Postgraduate Milieu"; "The what, who and where of female students’ fear of sexual assault on a South African University campus"; "Creating my academic self and space: Autoethnographic reflections on transcending barriers in higher education"; “Policy for Prevention of Sexual Assault on Campus: Higher Education Students’ Perspectives”, among others.