Philosophy of Ubuntu and Collaborative Project-Based Learning in Post-Apartheid South Africa: A Case Study of Underperforming Learners at Hope Saturday School

Autor/inn/en	Vandeyar, Saloshna; Mohale, Matsie Agnes
Titel	Philosophy of Ubuntu and Collaborative Project-Based Learning in Post-Apartheid South Africa: A Case Study of Underperforming Learners at Hope Saturday School
Quelle	In: South African Journal of Education, 42 (2022) 4, Artikel 2080 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Vandeyar, Saloshna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Cooperative Learning; Active Learning; Student Projects; Foreign Countries; Educational Philosophy; African Culture; Blacks; Underachievement; Elementary School Teachers; Secondary School Teachers; Teacher Attitudes; South Africa + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Aktives Lernen; Schulprojekt; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Africa; Culture; Afrika; Kultur; Black person; Schwarzer; Performance deficiency; Leistungsschwäche; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Utilising a qualitative case study, we set out to investigate how learners at Hope Saturday School evoked the principles of ubuntu/humanity as they collaborated during project-based learning. The article is part of a broader study in which a mix of semi-structured interviews, focus group interviews, observations, document analysis and field notes were used to capture data. The learner participants were Black, and almost all of them resided in informal settlements, townships, and farming communities. Data were analysed using content analysis. The philosophy of ubuntu was used to underpin this study. The finding of this study shows that values like interdependence, sharing, caring, teamwork, solidarity, unity and helping one another were evoked as learners collaborated in project-based learning. The article concludes that a supportive environment that aids the development of ubuntu values can improve learning experiences of underperforming learners. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01