is an Associate Professor at the Centre for Development Support`s SARCHI Chair in Higher Education and Human Development Research Programme. Her work examines through a capabilities lens, the relationship between processes of higher education, development and human flourishing in the South African context, with a focus on youth from low-income households and/or rural areas. Recently completed projects include the NRF-funded (2021-2024) `Life After Varsity` project which investigated the contribution that universities make to the transformation of rural communities, using narratives to explore, describe and document the post university life trajectories of youth from rural communities in the Eastern Cape and Limpopo provinces. Mikateko is the UFS representative in the collaborative partnership with the UNESCO Chair in Wellbeing, Equity/Inclusion and Education, University of Minnesota, USA (2025-2030); Co-Founder of the Research Alliance for Higher Education in Africa (RAHEdA) - a collaborative research and capacity building partnership with the University of Malawi and the University of Zambia (2024-2029) and she is an Education Officer of the Human Development and Capabilities Association (2024-2027) and book reviews editor for the Journal of Human Development and Capabilities (2024-2027).
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.