Vygotskian Resonances with the African Worldview of Ubuntu for Decolonial Deaf Education

Autor/in	Musengi, Martin
Titel	Vygotskian Resonances with the African Worldview of Ubuntu for Decolonial Deaf Education
Quelle	In: American Annals of the Deaf, 168 (2023) 1, S.37-55 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-726X
Schlagwörter	African Culture; World Views; Decolonization; Deafness; Cultural Influences; Child Development; Holistic Approach; Social Bias; Students with Disabilities; Equal Education; Language Usage; Philosophy; Social Influences; Individual Characteristics; Sign Language; Teacher Role + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; World view; Weltanschauung; Dekolonisation; Entkolonialisierung; Gehörlosigkeit; Taubstummheit; Cultural influence; Kultureinfluss; Kindesentwicklung; Holistischer Ansatz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Sprachgebrauch; Philosophie; Sozialer Einfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Gebärdensprache; Lehrerrolle
Abstract	The African worldview of Ubuntu predates Vygotskian theory, but the Ubuntu view that the community defines the person aligns uncannily with Vygotsky's biosocial proposition and contemporary conceptions of deaf ontology and epistemology. Unlike prevailing Euro-American thought, Ubuntu accentuates the view that it is not any physical or psychological characteristic of the individual that defines personhood. Instead, Ubuntu aphorisms, the containers of meaning in African epistemology, indicate that the reality of the communal world is at least equal if not superior to individual life histories. The author teases out similarities between Vygotskian thought and Ubuntu, illustrating deaf children's development along a different axis, facilitated by a holistic, diversified biosocial process in which neither their deafness nor disability indicates inferiority or coloniality. Grounded on the African principle "No language is complete without other languages," the present article contributes to a nascent indigenous theorization of contemporary deaf education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01