Conceptualising Community Engagement through the Lens of African Indigenous Education

Autor/in	Rajah, Surversperi Suryakumari
Titel	Conceptualising Community Engagement through the Lens of African Indigenous Education
Quelle	In: Perspectives in Education, 37 (2019) 1, S.1-14 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0258-2236
Schlagwörter	Indigenous Knowledge; Transformative Learning; School Community Relationship; College Role; Postcolonialism; 21st Century Skills; Acculturation; Cultural Influences; Epistemology; Social Justice; African Culture; Educational Philosophy; Entrepreneurship; Vocational Education; Foreign Countries; Service Learning; Sustainable Development; South Africa + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Post colonialism; Postkolonialismus; Akkulturation; Cultural influence; Kultureinfluss; Erkenntnistheorie; Soziale Gerechtigkeit; Africa; Culture; Afrika; Kultur; Bildungsphilosophie; Erziehungsphilosophie; Unternehmungsgeist; Ausbildung; Berufsbildung; Ausland; Service-Learning; Nachhaltige Entwicklung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The conceptualisation of "community engagement" at Higher Education in South Africa remains a topic for debate in the transformation agenda. South African Indigenous knowledge has been transmitted and perennially refreshed through educational pedagogy that are characterized by a sensitivity to African Philosophy, axiology and the spirit of Ubuntu. This article presents a qualitative critical review from the perspective of African indigenous education of the conceptualisation of community engagement. Community engagement is explored as a contemporary pedagogical counterpart to the indigenous pedagogies that supported African epistemology and axiology and community engagement is positioned within a natural evolution of the South African indigenous education and human development framework. Since children are the most vulnerable and affected community it is postulated that a student-centred framework for community engagement would offer an empowering praxis for a new South African Indigenous Education. Community engagement conceptualised within African Indigenous Knowledge Systems is argued as a means towards authentic transformation giving "voice" and "agency" to communities across all levels of education. Within this framework, the article affirms the use of indigenous concepts and practices within a transformed education system where Higher Education assumes a key role-player in human development from the cradle to the grave. (ERIC).
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	2024/1/01