Staff Profile

Qualifications:

• PhD  Nelson Mandela University, Port Elizabeth, South Africa.
• Med Sociology in Education (University of Zimbabwe)
• Post Graduate  Certificate in Education
• Bachelor of Arts General

 Research Interests:

Nogget Matope is interested in participatory visual methodologies for generating evidence-based knowledge that supports social change. She employs methods such as memory work, participatory video, collage, drawings and photovoice , enabling communities to share experiences and perspectives in powerful ways.

Her supervisory interests include MPhil and DPhil candidates working in the areas of gender-based violence, social inclusion, gender and the environment. Nogget’s research philosophy emphasises qualitative approaches. Areas of research interest include: 

• Gender issues
•  Leadership and gender empowerment
• Gender- based violence
• Social inclusion
• Policy and advocacy

 Recent Publications:

Matope, N., Guvhu, R. and Mugodzwa, T.T. (2025). Gender responsive pedagogy for teaching and learning and innovation:The practice in Zimbabwe Higher Education. Atlantis Highlights In Sustainable Development. ISSN 978-94-6463-9056 https://doi.org/10.2991/978-94-6463-9061 

Matope, N. and Mugodzwa, T.T.(2025). The feminisation of Zimbabwe state universities trade unions, 2005-2020: A gender mainstreaming perspective. In D. Nhengu (ed). Civil Society and the Sustainable Development Goals in Africa: Contributions and Challenges. Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-10364-4857-8/ 

Mugodzwa, T.T. and Matope, N. (2025). The symbolic annihialtion of women in civic spaces in Zimbabwe, 1980-2021. In D. Nhengu (ed). Civil Society and the Sustainable Development Goals in Africa: Contributions and Challenges. Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-10364-4857-8/ 

Muchabaiwa, W., Matope, N. and Moyo, A. (2025). Gender justice and social inclusion of female learners with dwarfism: A case study in Bindura District. Eureka Journal of Educational Research Vol 3(2). doi: https://doi.org/1056773/ejerv3i269 

Matope, N., Guvhu, R. and Mugodzwa, T.T. (2025). Reimagining gender equality and women empowerment using a decolonial feminist lens: Zimbabwe perspective. Journal of South African Teachers’ Union  Vol.4 (1) 26-34. doi https://doi.org/10.63091/2790-5004/2025/v4j1a3 

Guvhu, R. Matope, N. and Mugodzwa, T.T. (2025).Transforming education and human capital development in Zimbabwe: a leadership driven approach leveraging technologies in Zimbabwe. Ayika- Journal of Environment and Politics in Africa Vol. 7 (1). 4-16. https://doi.org/10.69778/2664-3022/7.1/a1 

Njini, S. Moyo, A., Guvhu, R., Matope, N., Mugadza, A., Murewi, C.Y.T.F., Dambaza, M., Mugodzwa, T.T. and Mawere, D.D. (2025). An analysis of  the state of budgeting at school in one selected district in Zimbabw. Open Journal of Social Sciences. 13. 289-306. doi: https://doi.org/10.4236/jss.2025.132019 

Matope, N. and Mugodzwa, T.T. (2025). Women and their lived experiences in peace and secutrity narratives: A Zimbabwe woman’s perspective. In M.N.A Amutabi (ed). African Research Dynamics. Centre for Democracy, Research and Development Publications. Nairobi, Kenya. 104-120. ISBN 978-9966-116-66-6 

Matope, N. and Muchabaiwa, W. (2022). Redefining the gender narrative: sexual harassment and intimate partner violence in selected institutions of higher learning in Zimbabwe tertiary institutions. The Dyke. Vol. 16 (2). ISSN 2790-9036 MSU Press. https://journals.co.za/loi/dyke 

Matope, N. and Khau, M. (2022). Women educators’ narratives on intimate partner violence: The case of  a state university in Zimbabwe. Cogent Social Sciences. Taylor and Francis. https://doi.org/10.1080/23311886/.2084889