Rosén, A., Lundqvist, U., & Mathebula, M. (Eds) (forthcoming). Sustainability in Engineering Education: Integration and Transformation Approaches, European Journal of Engineering Education.
Mokoena, P., Van Jaarsveld, D., Mathebula, M. (forthcoming). Experiences of health sciences students residing on campus during university recess: a photovoice study. Journal of Student Affairs in Africa.
Mathebula, M., & Walker, M. (2025). Navigating ‘black tax’ and financial interdependence as a young person in South Africa. Journal of Youth Studies, 1-15.
Mathebula, M., Marinez-Vargas, C., Mkwananzi, F., & Kibona, B. (2024). Participatory video as protest methodology: Student activists reaffirm the social dimension of sustainability in South African universities. Southern African Journal of Environmental Education, 40(1), 1-19.
Martinez-Vargas, C., Mathebula, M., Cin, F. M., & Mkwananzi, F. (2024). Working as facilitators and co-researchers: opportunities, tensions and complexities in educational participatory research. Educational Action Research, 33(3), 438-453.
Mathebula, M., Martinez-Vargas, C. (2023). Ubuntu as a valued capability for university students in South Africa, Journal of Student Affairs in Africa, 11(2),17-33.
C. Martinez-Vargas, M. Mathebula, F. Mkwananzi, B. Kibona, T. Malatji, T. Mahlatsi, P. Mmula, N. Khoza, S. Nkosi, B. Ndimba, B. Oamen, A. Buthelezi, M. Maubane, Y. Ngwabeni, V. Gqalane, and S. Dlamini (2023). Towards an Ubuntu and capabilities-based conceptualisation of sustainable educational futures in the South African university: Perspectives from student activists. In M. Walker, S. Boni, D. Velasco (Eds.). Reparative Futures and Transformative Learning Spaces. Palgrave.
Walker, M., McLean, M., Mathebula, M. and Mukwambo, P. (2022). Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. Cape Town: African Minds.
Mathebula, M. and Masutha, M. (2021). Supporting pathways into higher education for low-income youth: lessons from a youth-led non-profit organisation In A. De Lannoy, M. Langa and H. Brooks (eds.) Youth in South Africa: Agency, (in)visibility and national development, Johannesburg: MISTRA.
Mathebula, M. and Martinez-Vargas, C. (2021). Broadening the normative and evaluative space for assessing the impact of photo diary research in higher education: a capabilities approach. In X. Cao and E. F. Henderson (eds.) Diary Method in Higher Education Research, Routledge (SRHE series).
Walker, M. and Mathebula, M. (2020). Low-income rural youth migrating to urban universities in South Africa: opportunities and inequalities. Compare: A Journal of Comparative and International Education, 50(8),1193-1209.
Walker, M. and Mathebula, M. (2020). A participatory photovoice project: towards capability expansion of ‘invisible’ students in South Africa. In M. Walker and A. Boni (eds). Participatory research, capabilities and epistemic justice: A transformative agenda for higher education, Palgrave.
Mathebula, M., & Walker, M. (2025). Navigating ‘black tax’ and financial interdependence as a young person in South Africa. Journal of Youth Studies, 1-15.
Mathebula, M., Marinez-Vargas, C., Mkwananzi, F., & Kibona, B. (2024). Participatory video as protest methodology: Student activists reaffirm the social dimension of sustainability in South African universities. Southern African Journal of Environmental Education, 40(1), 1-19.
Martinez-Vargas, C., Mathebula, M., Cin, F. M., & Mkwananzi, F. (2024). Working as facilitators and co-researchers: opportunities, tensions and complexities in educational participatory research. Educational Action Research, 33(3), 438-453.
Mathebula, M., Martinez-Vargas, C. (2023). Ubuntu as a valued capability for university students in South Africa, Journal of Student Affairs in Africa, 11(2),17-33.
C. Martinez-Vargas, M. Mathebula, F. Mkwananzi, B. Kibona, T. Malatji, T. Mahlatsi, P. Mmula, N. Khoza, S. Nkosi, B. Ndimba, B. Oamen, A. Buthelezi, M. Maubane, Y. Ngwabeni, V. Gqalane, and S. Dlamini (2023). Towards an Ubuntu and capabilities-based conceptualisation of sustainable educational futures in the South African university: Perspectives from student activists. In M. Walker, S. Boni, D. Velasco (Eds.). Reparative Futures and Transformative Learning Spaces. Palgrave.
Walker, M., McLean, M., Mathebula, M. and Mukwambo, P. (2022). Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. Cape Town: African Minds.
Mathebula, M. and Masutha, M. (2021). Supporting pathways into higher education for low-income youth: lessons from a youth-led non-profit organisation In A. De Lannoy, M. Langa and H. Brooks (eds.) Youth in South Africa: Agency, (in)visibility and national development, Johannesburg: MISTRA.
Mathebula, M. and Martinez-Vargas, C. (2021). Broadening the normative and evaluative space for assessing the impact of photo diary research in higher education: a capabilities approach. In X. Cao and E. F. Henderson (eds.) Diary Method in Higher Education Research, Routledge (SRHE series).
Walker, M. and Mathebula, M. (2020). Low-income rural youth migrating to urban universities in South Africa: opportunities and inequalities. Compare: A Journal of Comparative and International Education, 50(8),1193-1209.
Walker, M. and Mathebula, M. (2020). A participatory photovoice project: towards capability expansion of ‘invisible’ students in South Africa. In M. Walker and A. Boni (eds). Participatory research, capabilities and epistemic justice: A transformative agenda for higher education, Palgrave.
Mathebula, M. (2019). Recognising poor black youth from rural communities in South Africa as epistemic contributors, Critical Studies in Teaching and Learning, 7 (1), 64-85.
Mathebula, M. (2018). Engineering Education for Sustainable Development: A capabilities approach. Oxon and New York: Routledge.
Mathebula, M. and Calitz, T. (2018). #Feesmustfall: A media analysis of students’ voices on access to universities in South Africa, In P. Ashwin and J.M. Case (eds). Pathways to the Public Good: Access, Experiences and Outcomes of South African Undergraduate Education. Cape Town: African Minds.
Mathebula, M. (2016). ‘We think we’re helping, but are we really?’- Critical reflections on engineering for sustainable development. In G. Nhamo and V. Mjimba (eds). Sustainability, Climate Change and the Green Economy. Pretoria: Africa Institute of South Africa/HSRC Press.
Rosén, A., Lundqvist, U., & Mathebula, M. (Eds) (forthcoming). Sustainability in Engineering Education: Integration and Transformation Approaches, European Journal of Engineering Education.
Mokoena, P., Van Jaarsveld, D., Mathebula, M. (forthcoming). Experiences of health sciences students residing on campus during university recess: a photovoice study, Journal: Journal of Student Affairs in Africa.
Mathebula, M., & Walker, M. (2025). Navigating ‘black tax’ and financial interdependence as a young person in South Africa. Journal of Youth Studies, 1-15.
Mathebula, M., Marinez-Vargas, C., Mkwananzi, F., & Kibona, B. (2024). Participatory video as protest methodology: Student activists reaffirm the social dimension of sustainability in South African universities. Southern African Journal of Environmental Education, 40(1), 1-19.
Martinez-Vargas, C., Mathebula, M., Cin, F. M., & Mkwananzi, F. (2024). Working as facilitators and co-researchers: opportunities, tensions and complexities in educational participatory research. Educational Action Research, 33(3), 438-453.
Mathebula, M., Martinez-Vargas, C. (2023). Ubuntu as a valued capability for university students in South Africa, Journal of Student Affairs in Africa, 11(2),17-33.
C. Martinez-Vargas, M. Mathebula, F. Mkwananzi, B. Kibona, T. Malatji, T. Mahlatsi, P. Mmula, N. Khoza, S. Nkosi, B. Ndimba, B. Oamen, A. Buthelezi, M. Maubane, Y. Ngwabeni, V. Gqalane, and S. Dlamini (2023). Towards an Ubuntu and capabilities-based conceptualisation of sustainable educational futures in the South African university: Perspectives from student activists. In M. Walker, S. Boni, D. Velasco (Eds.). Reparative Futures and Transformative Learning Spaces. Palgrave.
Walker, M., McLean, M., Mathebula, M. and Mukwambo, P. (2022). Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. Cape Town: African Minds.
Mathebula, M. and Masutha, M. (2021). Supporting pathways into higher education for low-income youth: lessons from a youth-led non-profit organisation In A. De Lannoy, M. Langa and H. Brooks (eds.) Youth in South Africa: Agency, (in)visibility and national development, Johannesburg: MISTRA.
Mathebula, M. and Martinez-Vargas, C. (2021). Broadening the normative and evaluative space for assessing the impact of photo diary research in higher education: a capabilities approach. In X. Cao and E. F. Henderson (eds.) Diary Method in Higher Education Research, Routledge (SRHE series).
Walker, M. and Mathebula, M. (2020). Low-income rural youth migrating to urban universities in South Africa: opportunities and inequalities. Compare: A Journal of Comparative and International Education, 50(8),1193-1209.
Walker, M. and Mathebula, M. (2020). A participatory photovoice project: towards capability expansion of ‘invisible’ students in South Africa. In M. Walker and A. Boni (eds). Participatory research, capabilities and epistemic justice: A transformative agenda for higher education, Palgrave.
Mathebula, M. (2019). Recognising poor black youth from rural communities in South Africa as epistemic contributors, Critical Studies in Teaching and Learning, 7 (1), 64-85.
Mathebula, M. (2018). Engineering Education for Sustainable Development: A capabilities approach. Oxon and New York: Routledge.
Mathebula, M. and Calitz, T. (2018). #Feesmustfall: A media analysis of students’ voices on access to universities in South Africa, In P. Ashwin and J.M. Case (eds). Pathways to the Public Good: Access, Experiences and Outcomes of South African Undergraduate Education. Cape Town: African Minds.
Mathebula, M. (2016). ‘We think we’re helping, but are we really?’- Critical reflections on engineering for sustainable development. In G. Nhamo and V. Mjimba (eds). Sustainability, Climate Change and the Green Economy. Pretoria: Africa Institute of South Africa/HSRC Press.
Rosén, A., Lundqvist, U., & Mathebula, M. (Eds) (forthcoming). Sustainability in Engineering Education: Integration and Transformation Approaches, European Journal of Engineering Education.
Mokoena, P., Van Jaarsveld, D., Mathebula, M. (forthcoming). Experiences of health sciences students residing on campus during university recess: a photovoice study, Journal: Journal of Student Affairs in Africa.
Mathebula, M., & Walker, M. (2025). Navigating ‘black tax’ and financial interdependence as a young person in South Africa. Journal of Youth Studies, 1-15.
Mathebula, M., Marinez-Vargas, C., Mkwananzi, F., & Kibona, B. (2024). Participatory video as protest methodology: Student activists reaffirm the social dimension of sustainability in South African universities. Southern African Journal of Environmental Education, 40(1), 1-19.
Martinez-Vargas, C., Mathebula, M., Cin, F. M., & Mkwananzi, F. (2024). Working as facilitators and co-researchers: opportunities, tensions and complexities in educational participatory research. Educational Action Research, 33(3), 438-453.
Mathebula, M., Martinez-Vargas, C. (2023). Ubuntu as a valued capability for university students in South Africa, Journal of Student Affairs in Africa, 11(2),17-33.
C. Martinez-Vargas, M. Mathebula, F. Mkwananzi, B. Kibona, T. Malatji, T. Mahlatsi, P. Mmula, N. Khoza, S. Nkosi, B. Ndimba, B. Oamen, A. Buthelezi, M. Maubane, Y. Ngwabeni, V. Gqalane, and S. Dlamini (2023). Towards an Ubuntu and capabilities-based conceptualisation of sustainable educational futures in the South African university: Perspectives from student activists. In M. Walker, S. Boni, D. Velasco (Eds.). Reparative Futures and Transformative Learning Spaces. Palgrave.
Walker, M., McLean, M., Mathebula, M. and Mukwambo, P. (2022). Low-Income Students, Human Development and Higher Education in South Africa: Opportunities, obstacles and outcomes. Cape Town: African Minds.
Mathebula, M. and Masutha, M. (2021). Supporting pathways into higher education for low-income youth: lessons from a youth-led non-profit organisation In A. De Lannoy, M. Langa and H. Brooks (eds.) Youth in South Africa: Agency, (in)visibility and national development, Johannesburg: MISTRA.
Mathebula, M. and Martinez-Vargas, C. (2021). Broadening the normative and evaluative space for assessing the impact of photo diary research in higher education: a capabilities approach. In X. Cao and E. F. Henderson (eds.) Diary Method in Higher Education Research, Routledge (SRHE series).
Walker, M. and Mathebula, M. (2020). Low-income rural youth migrating to urban universities in South Africa: opportunities and inequalities. Compare: A Journal of Comparative and International Education, 50(8),1193-1209.
Walker, M. and Mathebula, M. (2020). A participatory photovoice project: towards capability expansion of ‘invisible’ students in South Africa. In M. Walker and A. Boni (eds). Participatory research, capabilities and epistemic justice: A transformative agenda for higher education, Palgrave.
Mathebula, M. (2019). Recognising poor black youth from rural communities in South Africa as epistemic contributors, Critical Studies in Teaching and Learning, 7 (1), 64-85.
Mathebula, M. (2018). Engineering Education for Sustainable Development: A capabilities approach. Oxon and New York: Routledge.
Mathebula, M. and Calitz, T. (2018). #Feesmustfall: A media analysis of students’ voices on access to universities in South Africa, In P. Ashwin and J.M. Case (eds). Pathways to the Public Good: Access, Experiences and Outcomes of South African Undergraduate Education. Cape Town: African Minds.
Mathebula, M. (2016). ‘We think we’re helping, but are we really?’- Critical reflections on engineering for sustainable development. In G. Nhamo and V. Mjimba (eds). Sustainability, Climate Change and the Green Economy. Pretoria: Africa Institute of South Africa/HSRC Press.