The Ubuntu Paradigm and Comparative and International Education

Epistemological Challenges and Opportunities in Our Field

Datos Bibliográficos

ID5809486
AutoresN’drı Thérèse Assié-Lumumba (autor de correspondencia)
Año2016
Volumen61
Número1
Páginas1-21
Fecha de publicación2016-12-21
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaComparative Education Review (JOURNAL)
Identificadores de la revistaISSN: 0010-4086 • E-ISSN: 1545-701X
EditorialUniversity of Chicago Press (PUBLISHER • US)
DOI10.1086/689922
OpenAlexW2565159464
IdiomaEN
Citas recibidas33
Referencias citadas18

This article interrogates assumptions of comparative education research and international education in the transfer of policies and practices generally in North-South relations within the context of structural inequality. The pursuit of learning in different educational traditions and the quest for comparison are examined. Aspects of meanings of individual sociogeographic and intellectual journeys within the global context are analyzed in articulating the patterns of contradictions in temporality and epistemology in knowledge production, focusing on agency, legitimacy, and ownership. Issues critically examined include what ought to be the guiding principles toward new transformative relational theories and methodologies of understanding education in formerly colonized societies, including Africa. The Ubuntu paradigm is articulated as an alternative framework for defining relations within and across the borders of local and global spaces, as a permanent corrective measure that can offer possibilities of growth and renewal to the field of comparative and international education

International education · Structure and agency · Temporality · Transformative learning · Adult and Continuing Education Topics · Education Methods and Practices · Global Educational Policies and Reforms