Using Indigenous Games and Knowledge to Decolonise the School Curriculum: Ubuntu Perspectives

Autor/inn/en	Nxumalo, Sabelo Abednego; Mncube, Dumisani Wilfred
Titel	Using Indigenous Games and Knowledge to Decolonise the School Curriculum: Ubuntu Perspectives
Quelle	In: Perspectives in Education, 36 (2018) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Foreign Countries; Educational Games; Indigenous Knowledge; Indigenous Populations; African Culture; Educational Philosophy; Integrated Curriculum; Ethical Instruction; Moral Values; Instructional Effectiveness; Culturally Relevant Education; South Africa + Suchen Sie Ihr Suchwort? Ausland; Educational game; Lernspiel; Sinti und Roma; Africa; Culture; Afrika; Kultur; Bildungsphilosophie; Erziehungsphilosophie; Ethics instruction; Teaching of ethics; Ethikunterricht; Moral value; Ethischer Wert; Unterrichtserfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper foregrounds the value of the inclusion of Ubuntu philosophy in the school curriculum using indigenous games. There has been increased interest emanating from the Department of Basic Education (DBE) in the inclusion of Ubuntu philosophy in the mainstream school curriculum. The DBE has identified indigenous knowledge as an asset that can be integrated into the school curriculum in order to educate African children about Ubuntu philosophy, moral and cultural beliefs. The efficacy of indigenous methods to teach schoolchildren these important concepts has, however, largely remained an untapped area of study. The aim of this paper is to illustrate how Ubuntu philosophy can be taught in the school curriculum using selected indigenous isiZulu games. Using Mbigi's Collective Fingers Theory, we analyse three isiZulu indigenous games and demonstrate that indigenous games can be successfully used to teach Ubuntu philosophy. The paper contributes to the ongoing debates about the value of African Indigenous Knowledge Systems (AIKS), such as Ubuntu philosophy, in teaching decolonised curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity. (As Provided).
Anmerkungen	University of the Free State Faculty of Education. P.O. Box 339, Bioemfontein 9300, South Africa. Tel: +27-51-401-2368; e-mail: PiE@ufs.ac.za; Web site: http://journals.ufs.ac.za/index.php/pie/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01