A family affair as couple graduate with doctorates

Making it a family affair, husband and wife, Dr Shalendra Mohanlall and Dr Fadeela Kirsten, have graduated together with their PhDs. 

Mohanlall achieved his PhD in gender education, while Kirsten earned hers in science education. 

Although their studies took them down different research paths, they shared a common motivator: their daughter Ziya. 

Inspired by her and the future, both aimed to improve opportunities and access for young people.

Mohanlall and Kirsten said having a spouse pursuing a PhD at the same time offered valuable direction and guidance. 

"It was interesting to reflect on how we were both engaged in academic spaces that, in different ways, push against traditional expectations. Sharing the journey of completing our PhDs simultaneously brought a unique sense of support and understanding to what is often a very personal and demanding process," said Mohanlall.  

"This achievement is a full circle moment for me," added Mohanlall, who is currently the Head of Executive Education at the UKZN Graduate School of Business and Leadership.

"Completing my final degree here feels fitting and meaningful as this is where it all began years ago." 

His thesis, “Understanding the Cricketing Gender Gap from the Perspective of Primary School Girls”, explored the underrepresentation of girls in school-level cricket in South Africa, a sport that, he said, remained male-dominated despite no formal restrictions preventing girls from playing. 

Using a social constructionist lens to centre the voices of these girls, he gained an understanding of the factors influencing the gap and explored their perspectives on fostering greater inclusivity.

"Listening to these girls as young as 11, I was amazed by their honesty, insight, and courage in sharing their experiences. They had thoughtful reflections on gender, sport, and their place within it and articulated the challenges they faced - ranging from being told that cricket is a 'boys’ sport', to feeling isolated or invisible on the field. 

"Yet, at the same time, many of them expressed a love for the game and a strong desire to see more girls included. It was also interesting to see how they were navigating societal expectations and finding ways to push back." 

He embarked on this novel area of research after his interest was sparked by a personal experience. 

"Ziya began playing cricket in Grade 1 and was the only girl on her team. As a parent, I was proud of her confidence, but became aware of how rare it was to see girls in that space. I questioned why, despite growing participation by women in traditionally male-dominated sports, cricket still seemed to lack female representation, especially at the grassroots level."

His research considers the deeper social and cultural factors at play. 

"I found that societal gender norms and stereotypes significantly shape how sports are perceived, leading to the gendering of cricket as a masculine sport. The lack of female cricketing role-models and negative social pressure were also key barriers. 

"However, positive influence from supportive male figures, emerged as important. Ultimately, my study emphasised the need for systemic change, including increased visibility of women in cricket and dedicated, supportive spaces for girls to participate."

He added that societies needed to understand the social and institutional barriers young girls faced in accessing traditionally male sports. 

His findings support advocacy for inclusive sports development, guide schools and governing bodies in fostering equitable opportunities, and promote the empowerment of girls through active participation in sport from an early age.

"This academic journey has tested me in many ways," Mohanlall said. 

"I suffered a heart attack during this time that put my writing on hold." 

However, his strong support network of family and friends lifted him up. 

Also keeping him on track was his supervisor, Professor Shakila Singh.

Mohanlall holds a second Dan black belt in karate and teaches at his dojo in Overport/Asherville.

Kirsten’s science education research, titled: “Teachers Using Inquiry-Based Science and Information and Communication Technology (ICT) to Teach the Atom in Grade 10”, stems from her 26 years of experience as a science teacher.

Kirsten said: "I have observed numerous Grade 9 learners choose physical science as an FET subject, inspired by childhood dreams of becoming doctors or scientists, but very quickly this initial enthusiasm diminishes in Grade 10, where they begin to struggle with the subject, leading to frustration, loss of interest, and, in many cases, dropping the subject altogether."  

She realised that this decline was largely due to a lack of conceptual understanding and fear of failure, often worsened by traditional teaching methods and limited resources in South African schools. 

"This realisation inspired me to pursue this research, with the aim of exploring alternative, more engaging teaching strategies, specifically the integration of ICT tools like the PhET simulator through inquiry-based approaches, to improve learners’ understanding, confidence, and overall experience in physical sciences.’

She explained that “PhET” was originally an acronym for Physics Education Technology, although it now included simulations across various subjects. 

"My study explored how physical science teachers in South Africa can integrate ICT into their teaching using an inquiry-based approach, specifically when teaching the topic of The Atom. It looked at how tools like the PhET simulator could enhance learning and foster critical 21st-century skills such as problem-solving and creativity." 

Kirsten’s findings show that while integrating ICT with inquiry-based science teaching (IBST) holds great potential for enhancing physical sciences education, many teachers still lack the understanding and support needed to implement it effectively. 

"This is impacted by both external challenges like a rigid curriculum and limited professional development, and internal factors such as teachers’ belief systems and personal time constraints, which affect their ability to plan and teach using this approach. However, teachers with prior ICT exposure and more personal time showed greater motivation and better lesson planning." 

Her research highlights the urgent need to equip teachers with the skills and confidence to use ICT in a more inquiry-driven way, developing learners who are better prepared for the demands of a modern, technology-driven world, and contributing to a more innovative and scientifically literate society.

Her academic support came from her supervisor, Professor Nadaraj Govender.

With their studies completed they both look forward to spending quality time together as a family and supporting their daughter on the sports field. 

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