Dr. Clarah Dhokotera, University of Johannesburg, South Africa
Dr. Clarah Dhokotera is a distinguished scholar in multilingual education, applied linguistics, and literacy transformation. With a Ph.D. from the University of the Witwatersrand and a postdoctoral fellowship at the University of Johannesburg, she brings decades of experience as a lecturer, researcher, and educational leader. Her career spans roles in Zimbabwe and South Africa, from foundational to tertiary education, with notable expertise in translanguaging, decolonial pedagogy, and Ubuntu-based teaching methods. She has published extensively with Springer and IGI Global and presented at major conferences across Africa and the UK. Dr. Dhokotera’s work is deeply rooted in equity, language identity, and immigrant learner integration. She has supervised and examined numerous postgraduate theses and remains an active member of the Lancaster Research Centre and the Hub for Multilingual Education. A multilingual, motivational educator, her commitment to inclusive, culturally aware literacy practices makes her a leading voice in African language education.
Publication Profile
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Academic and Teaching Experience
Dr. Clarah Dhokotera brings over two decades of diverse teaching and research experience, spanning foundational, secondary, and tertiary education in Zimbabwe and South Africa. Currently a Postdoctoral Fellow and GES 4.0 awardee at the University of Johannesburg (2024–present), she is engaged in advanced research, student supervision, academic literacy instruction, and thesis evaluation. Previously, she lectured at the University of the Witwatersrand (May–Oct 2023), delivering courses in literacy, applied language studies, and English literature. From 2020 to 2023, she served as an e-tutor and examiner at the University of South Africa. As a Research Assistant at Wits University’s Hub for Multilingual Education (2018–2022), she organized seminars and supported grant writing. Earlier, she was a Senior Lecturer at Seke Teachers College (2009–2016) and taught extensively in Zimbabwe’s primary and secondary schools (1996–2008), where she also served as an examiner. Her career reflects deep commitment to literacy, multilingualism, and educational excellence.
Academic Qualifications
Dr. Clarah Dhokotera holds a Ph.D. in Multilingual Education from the University of the Witwatersrand (2019–2022), where her research focused on applied linguistics, translanguaging, decoloniality, and identity in language education. Her doctoral studies were supported by the National Research Foundation Bursary, the Laura Bassi Scholarship, and the 2024 Global Excellence Scholarship from the University of Johannesburg. She earned a Master of Education (2018) and a Bachelor of Arts Honours in Applied Language and Literacy Education (2017) from the same university, with specialized training in critical literacy, assessment, and multilingual pedagogies. Earlier, she obtained a Bachelor of English and Communication Studies from the University of Zimbabwe (1999–2003), where she studied applied linguistics, African literature, multimedia communication, and English for specific purposes. Her foundational qualifications include a Diploma in Primary Education (1993–1995), with training in Chishona literacy and curriculum development. She also holds a Certificate in E-tutoring from the University of South Africa, enhancing her digital and remote teaching expertise.
Research Focus
Dr. Clarah Dhokotera’s research is rooted in multilingual education, with a strong emphasis on translanguaging practices, decolonial pedagogy, and language identity in postcolonial African contexts. Her scholarly work interrogates how monolingual teacher education systems marginalize indigenous languages and learners, advocating for more inclusive, Ubuntu-centered approaches. Through her published book chapters and reviews, such as “Digital Literacies and Ubuntu Research Methodology in the COVID-19 Context” and “Translanguaging With Immigrant Languages”, she explores how parents, teachers, and institutions can leverage multilingual realities to empower learners—especially immigrants and marginalized students. Her work also critiques colonial legacies embedded in language education systems, proposing a shift toward epistemic diversity and indigenous knowledge integration. This focus places her research at the intersection of applied linguistics, critical literacy, and educational transformation, aiming to reshape pedagogical practices and institutional identities in African higher education and beyond.
Publication Top Notes
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Dhokotera, C. (2024). Digital Literacies and Ubuntu Research Methodology in the COVID-19 Context. Book chapter, IGI Global. DOI: [10.4018/979-8-3693-6497-0.ch004]
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Dhokotera, C. (2022). Translanguaging With Immigrant Languages. Book chapter, IGI Global. DOI: [10.4018/978-1-6684-5034-5.ch024] – Cited by: 2
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Dhokotera, C. & Makalela, L. (2022). The Carry-over Effect of Monolingual Teacher Education Programmes: Towards a Decolonised University. In Language and Institutional Identity, Springer – Cited by: 5
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Dhokotera, C. (2021). Book Review: Decolonising Multilingualism in Africa. International Journal of Multilingualism, 2021-12-11 – Cited by: 1
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Dhokotera, C. (2019). Translanguaging Practices Amongst Immigrant Learners: Implications for Decolonised Discourses. PhD Thesis, University of the Witwatersrand – Cited by: 7
Conclusion
Dr. Clarah Dhokotera is highly deserving of the Research for Women Researcher Award. Her interdisciplinary expertise in language, literacy, and decolonial pedagogies; her strong teaching and mentoring record; and her contributions to inclusive, multilingual education exemplify the very spirit of this award. Her trajectory reflects not just academic excellence, but a passion for transforming educational paradigms for marginalized communities, particularly women and immigrant learners. With a few enhancements to global exposure and citation metrics, Dr. Dhokotera stands out as an exceptional researcher and leader in her field.