Chris Dlamini

Dr. Christopher Z. Dlamini (Ph.D) is a Senior Lecturer in Nursing and Health and Social Care based in Leeds, United Kingdom. His academic and professional work is grounded in a long standing commitment to social justice, equity, and the decolonisation of higher education. His work seeks to illuminate how structures of coloniality continue to shape educational practices, professional formation, and the lived experiences of students from the Global South.

Central to his scholarly contribution is the application of Ubuntu—an African humanist philosophy emphasising relationality, collective responsibility, and shared humanity—as a transformative framework for teaching, curriculum design, and professional ethics. He is particularly interested in how Ubuntu can serve as a counter narrative to Western individualism, offering a more holistic, compassionate, and inclusive approach to health and social care education. Chris is committed to creating learning environments where students feel valued, safe, and able to bring their full identities into academic spaces. His pedagogy is grounded in dialogue, collaboration, and the co creation of knowledge, informed by his belief that education is a profoundly relational process. He works closely with diverse student cohorts, supporting them to develop the critical reflexivity, cultural humility, and ethical awareness required in the helping professions.

In addition to his teaching, Chris contributes to institutional equity initiatives and curriculum reform efforts aimed at widening participation and improving outcomes for marginalised learners. His work foregrounds the need for higher education to not merely diversify content but to transform the underlying assumptions, power structures, and epistemic hierarchies that govern academic life.

Chris continues to research and write on topics including Ubuntu pedagogy, trauma informed social justice frameworks, race equity in health and social care education, and the lived experiences of students negotiating cultural displacement within Western institutions. He is passionate about fostering educational spaces that affirm shared humanity, cultivate belonging, and prepare future practitioners to engage ethically and compassionately with the diverse communities they serve