Literaturnachweis - Detailanzeige
| Autor/inn/en | Chimbi, Godsend T.; Jita, Loyiso C. |
|---|---|
| Titel | Ubuntu: The Pursuit of an Indigenous Curriculum Reform Policy in Post-Colonial Lesotho, Zimbabwe and South Africa [Konferenzbericht] Paper presented at the Annual International Conference of the Bulgarian Comparative Education Society (BCES) (20th, Virtual, Jun 2022). |
| Quelle | (2022), (8 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Indigenous Knowledge; Indigenous Populations; African Culture; Curriculum Development; Educational Change; Educational Policy; Foreign Countries; Values; Zimbabwe; South Africa |
| Abstract | School reform policy in post-colonial societies is often guided by Euro-American theory from the North. Theory generated in the South is marginalised as backward and unscientific. The present study, couched within the Southern Theory framework, disrupts the hegemony of Northern Theory by examining the implementation of the indigenous philosophy of Ubuntu in post-colonial Southern Africa. Ubuntu advocates for collective responsibility, sharing, humility and love for humanity -- over selfish individualism. Employing critical discourse analysis, this qualitative desktop study reviews the implementation of Ubuntu as a reform policy to decolonise the school curriculum in Lesotho, Zimbabwe and South Africa. Findings indicate that curriculum reform policy is unequivocal in championing Ubuntu as the overarching philosophy for school reform. Although some aspects of Ubuntu are reflected in subject content and classroom pedagogy, a disturbing policy-practice gap was observed in existing literature. Some teachers in Lesotho, Zimbabwe and South Africa lack knowledge and values of Ubuntu. They are ill-prepared to promote this indigenous culture in their practice and do not show compassion and respect for learners. Some male teachers engage in illicit sexual relations with learners. To foster a decolonised Ubuntu-centred curriculum, teachers need knowledge on the selfless values of Ubuntu and how to nurture participatory democracy, respect, and love for humanity in their classrooms. [For the complete Volume 20 proceedings, see ED622631.] (As Provided). |
| Anmerkungen | Bulgarian Comparative Education Society. Blvd Shipchenski prohod 69 A, 1574 Sofia, Bulgaria. e-mail: info@bces-conference.org; Web site: http://www.bces-conference.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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