Intersection of "Ubuntu" Pedagogy and Social Justice: Transforming South African Higher Education

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Autor/inn/en	Ngubane, Nomalungelo I.; Makua, Manyane
Titel	Intersection of "Ubuntu" Pedagogy and Social Justice: Transforming South African Higher Education
Quelle	In: Transformation in Higher Education, 6 (2021), Artikel 113 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ngubane, Nomalungelo I.) ORCID (Makua, Manyane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2415-0991
Schlagwörter	African Culture; Social Justice; Teaching Methods; Social Differences; Foreign Countries; Higher Education; Educational Change; Learning Theories; Equal Education; Educational Philosophy; Access to Education; Inclusion; Foreign Policy; Transformative Learning; Human Dignity; Cultural Awareness; Peace; Caring; Interpersonal Relationship; South Africa + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Unterschied; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Learning theory; Lerntheorie; Bildungsphilosophie; Erziehungsphilosophie; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Außenpolitik; Pädagogische Transformation; Menschenwürde; Cultural identity; Kulturelle Identität; Frieden; Care; Pflege; Sorge; Betreuung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: Universities, globally, and in South Africa, continue to be confronted with demands for transformation, humanisation of pedagogical practices and to embrace social justice. Aim: In this article, we bring to the surface possibilities of "Ubuntu" pedagogy within a social justice framework. We intersect Collective Fingers Theory and Social Justice Theory to propose the notion of "Ubuntu" pedagogy, which draws from African philosophy of "Ubuntu." We argue that "Ubuntu" pedagogy provides an alternation to the current pedagogies that draw from European theories for teaching and learning in the South African higher education context. We put forward that, "Ubuntu" pedagogy, when embraced with understanding and dignity it deserves, has the potential, firstly, of initiating students from other cultures other than African cultures to the values of "Ubuntu" and, secondly, of reconnecting students with their values and cultures, but it has a capacity to cultivate social justice values of equity, recognition and fair participation amongst students from diverse social backgrounds. Setting: South African Higher Education. Methodology: The authors draw from literature to position the article within "Ubuntu" philosophical framework and social justice lenses. Themes emerging from literature are as follows: Intersection of "Ubuntu" philosophy and social justice, "Ubuntu" pedagogy and transformation in higher education and guiding principles for possible implementation of "Ubuntu" pedagogy. Results: At the intersection of "Ubuntu" pedagogy and social justice, classroom practices are designed to respond to students' cultural competencies and to embrace all linguistic repertoires that students bring to the classroom for learning. Students are treated equally and with dignity and respect regardless of their social backgrounds. Conclusion: We argue that higher education classrooms in post-apartheid South Africa should enable equal access, equity and inclusivity for all students. We therefore recommend "Ubuntu" pedagogy as a culturally and socially just pedagogy for transformative higher education classrooms. This article contributes to the continuing dialogues about transformative pedagogies, decolonisation and social justice in South African higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01