Obakeng Kagola is a lecturer in Early Childhood Development at the Faculty of Education, Nelson Mandela University. His research interests include gender and sexuality in early childhood education, inclusive education, men and masculinity studies, participatory visual methodologies as a research design and pedagogy, and social justice issues in education. Obakeng obtained his PhD from the University of the Free State (South Africa) with a dissertation titled “A participatory visual exploration of nurturing masculinity amongst Eastern Cape-based Xhosa male foundation phase teachers.” In connection with his research, Obakeng won the award for emerging researcher of the year in 2022 for the Faculty of Education at Nelson Mandela University. Currently, he serves as a member of the Faculty’s Research Ethics Committee and Postgraduate Studies Committee. Kagola has published and served as a reviewer for several local and international journals, including the African Journal of Career Development, Educational Research for Social Change, Journal of Education, and Gender Questions, among others. He has also served as a guest editor in journals such as the African Journal of Career Development, contributing to a special edition titled ” Gender diversity and sexual orientations in the South African workplace” (see Diale, Brown, & Kagola, 2023). Obakeng is currently supervising Master’s and Doctoral students in the field of education, focusing specifically on gender, sexuality, and inclusion in the early years of learning. Additionally, he is involved in community engagement projects aimed at developing comprehensive sexuality education books and manuals for visually impaired learners in South Africa. He is also involved in a national Teacher Pedagogy Study, through the Teaching, Teacher and Teacher Education for Equitable and Quality Learning (TTTEQL) consortium in partnership with the National Education Collaboration Trust (NECT), The study seeks to explore routines and processes in South African classrooms by examining teacher pedagogy and its influences on learning in relation to teacher beliefs and values, teacher identity, teacher development, and teacher support mechanisms.