Amasa Philip Ndofirepi
Biographic Data
| ID | 1755491 |
|---|---|
| NAME | Amasa Philip Ndofirepi |
| GIVEN NAMES | Amasa Philip |
| FAMILY NAME | Ndofirepi |
| SIGNATURE | NDOFIREPI A P |
| AFFILIATIONS | University of the Witwatersrand |
| ORCID | 0000-0002-9367-5159 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 2 |
Towards understanding the influence of rurality on students’ access to and participation in higher education
This study examines the experiences of students from rural backgrounds in higher education in South Africa in order to foster more equitable access and participation. Edward Soja’s notion of spatial justice provides a platform for thinking about rurality and its impact on access and success in HE. Soja’s trialectical account means understanding rurality historically, spatially, and socially, and enables exploration of spatial inequalities based o…
Publish or perish
This theoretical paper uses content analysis by drawing from the literature on the implications of the varied conceptions of ‘Publish or perish’ maxim to novice African academics in the neoliberal context. Neoliberal politics has defined education and research in particular as a commodity to be bought and sold as controlled by the profit motive and related market forces. As a result, novice African academics have been marginalised in the producti…
Consensus or Disharmony in African Philosophy Conversations
This philosophical paper enters the contested arena of the African Philosophy debate in which scholars have been engaging each other from the late 1950s to this date. African Philosophy, as a movement, attempts to assert and affirm the identity and dignity of Africans, who felt insulted, despised, and trodden by western ideologies and worldviews. Practitioners in African philosophy in contemporary times have developed fundamental interest in, oft…
Rethinking ukama in the context of ‘Philosophy for Children’ in Africa
This paper is a critical conceptual exploration of the contribution of the ukama ethic in the context of ‘Philosophy for Children’ (The ‘Philosophy for Children’ movement is also variously known as philosophy in schools, philosophy with children and philosophical inquiry in the classroom. In the context of this discussion, we refer to Philosophy for Children as a programme or course designed for doing philosophy with children in schools.) as it c…
Conceptions of "Child" among Traditional Africans
In this paper, the researchers present a theoretical discussion of the notion of “child” in traditional African communities. The researchers’ premise is that different societies have unique conceptions of child and childhood hence each group of people have a peculiar philosophical outlook of a ‘child’ notwithstanding some similarities in places. While the researchers acknowledge that there is a multiple range of socio-cultural communities present…
Can a Philosophy for Children Programme Empower the 21 st Century Child in Africa
In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues …
Rethinking Education of Deaf Children in Zimbabwe
The study explores the communication challenges faced by teacher trainees in teaching deaf learners and the opportunities that they present. A critical disabilities study approach within the qualitative paradigm was employed to collect interview data from 14 trainee teachers (6 were men and 8 women) and 5 of their specialist mentors (all of them were women) at 3 special schools in Zimbabwe. The trainees were aged 28-45. Data were analyzed using t…
A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice
In this paper the researchers argue that constructivism is a term that should be used with caution because of its multifarious nature. It is widely used in many disciplines with very different meanings that make it appear ‘like a chimera’ creature whose real identity is a subject of debate. For instance, in education where it has been widely embraced as a modern progressive pedagogy as opposed to the traditional ‘jug and mug’ or banking concept (…
Philosophy for Children
In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolerant, respectful of others, committed to social justice and appreciative of the ‘otherness’ of the ‘other’. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The research…
Philosophy for Children in Africa
In this conceptual position paper based on literature review, the researchers reflect on the place of the Hermeneutic-narrative approach in a Philosophy for Children in Africa. Their thesis is that if any act of philosophising is said to be “African” it is an undertaking by Africans in a specific type of intellectual activity and the critical examination of fundamental problems functional to the African reality. The researchers enter the dialogue…
(E)ducation or (e)ducation in Traditional African Societies? A Philosophical Insight
The paper is a theoretical –conceptual exploration of the place of traditional systems of educating in African societies prior to the colonisation by the West. The researchers argue that despite the denigration by the west, Africans had an equally worthwhile (E)ducation and not an inferior (e)ducation system. The researchers’ case is premised on the understanding that every society has its own tradition of educating its new members and traditiona…
Teacher Accountability in South African Public Schools
Many times teachers hide behind “The Department”, “The Standards”, “The Examinations”, and “The Resources” when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were…
Impediments Embedding Decentralisation of Teacher Recruitment Practices to Communities in Zimbabwe
Decentralization is the process of devolving power from the centre to lower levels of authority. In the education sector, it involves delegation of such duties as recruitment, deployment, discipline and supervision to the local communities. It seems probable that the implementation of decentralization policy in education in Zimbabwe and all over was as a response to the impact and pressure of globalization. The study therefore sought to establish…
Disputed yet Invaluable
Research shows that one of the aims of theory is to understand and the process of theorising is a distinctly human and humanising social process through which we understand ourselves and our environment. Philosophical inquiry can be said to be theory that explains practice and is in turn grounded in practice that can help to explore and clarify the underlying assumptions of competing value frameworks by critically reflecting on conventional views…
Publish or perish
This theoretical paper uses content analysis by drawing from the literature on the implications of the varied conceptions of ‘Publish or perish’ maxim to novice African academics in the neoliberal context. Neoliberal politics has defined education and research in particular as a commodity to be bought and sold as controlled by the profit motive and related market forces. As a result, novice African academics have been marginalised in the producti…
Rethinking ukama in the context of ‘Philosophy for Children’ in Africa
This paper is a critical conceptual exploration of the contribution of the ukama ethic in the context of ‘Philosophy for Children’ (The ‘Philosophy for Children’ movement is also variously known as philosophy in schools, philosophy with children and philosophical inquiry in the classroom. In the context of this discussion, we refer to Philosophy for Children as a programme or course designed for doing philosophy with children in schools.) as it c…
Conceptions of "Child" among Traditional Africans
In this paper, the researchers present a theoretical discussion of the notion of “child” in traditional African communities. The researchers’ premise is that different societies have unique conceptions of child and childhood hence each group of people have a peculiar philosophical outlook of a ‘child’ notwithstanding some similarities in places. While the researchers acknowledge that there is a multiple range of socio-cultural communities present…
(E)ducation or (e)ducation in Traditional African Societies? A Philosophical Insight
The paper is a theoretical –conceptual exploration of the place of traditional systems of educating in African societies prior to the colonisation by the West. The researchers argue that despite the denigration by the west, Africans had an equally worthwhile (E)ducation and not an inferior (e)ducation system. The researchers’ case is premised on the understanding that every society has its own tradition of educating its new members and traditiona…
Teacher Accountability in South African Public Schools
Many times teachers hide behind “The Department”, “The Standards”, “The Examinations”, and “The Resources” when taken to task about their poor instruction and lack of adequate care for learners and commitment to duty. A lot of public funds are used to finance education. Such huge funding has to be justified through calls for responsibility and accountability in schools, particularly by teachers. There is a general view that if public schools were…
Impediments Embedding Decentralisation of Teacher Recruitment Practices to Communities in Zimbabwe
Decentralization is the process of devolving power from the centre to lower levels of authority. In the education sector, it involves delegation of such duties as recruitment, deployment, discipline and supervision to the local communities. It seems probable that the implementation of decentralization policy in education in Zimbabwe and all over was as a response to the impact and pressure of globalization. The study therefore sought to establish…
Disputed yet Invaluable
Research shows that one of the aims of theory is to understand and the process of theorising is a distinctly human and humanising social process through which we understand ourselves and our environment. Philosophical inquiry can be said to be theory that explains practice and is in turn grounded in practice that can help to explore and clarify the underlying assumptions of competing value frameworks by critically reflecting on conventional views…
Can a Philosophy for Children Programme Empower the 21 st Century Child in Africa
In this paper the researchers present a theoretical debate in which they advance the case of doing philosophy with children. It is their case that children in Africa will take their rightful, empowered positions and play meaningful roles in adult life if they are exposed to philosophy in schools from an early age. Throughout the history of ideas, philosophy has been interpreted as providing enlightenment and attending to the questions and issues …
Rethinking Education of Deaf Children in Zimbabwe
The study explores the communication challenges faced by teacher trainees in teaching deaf learners and the opportunities that they present. A critical disabilities study approach within the qualitative paradigm was employed to collect interview data from 14 trainee teachers (6 were men and 8 women) and 5 of their specialist mentors (all of them were women) at 3 special schools in Zimbabwe. The trainees were aged 28-45. Data were analyzed using t…
A SWOT Analysis of the Rise and Pedagogical Implications of the Social Constructivist Epistemology in Educational Practice
In this paper the researchers argue that constructivism is a term that should be used with caution because of its multifarious nature. It is widely used in many disciplines with very different meanings that make it appear ‘like a chimera’ creature whose real identity is a subject of debate. For instance, in education where it has been widely embraced as a modern progressive pedagogy as opposed to the traditional ‘jug and mug’ or banking concept (…
Philosophy for Children
In this paper, the researchers suggest that the engagement of children in philosophical enquiry from an early age can help prepare them for democratic citizenship and help to create future leaders in Africa who are tolerant, respectful of others, committed to social justice and appreciative of the ‘otherness’ of the ‘other’. Although the desire for freedom may be innate, knowledge of how democracy functions must be taught and learnt. The research…
Philosophy for Children in Africa
In this conceptual position paper based on literature review, the researchers reflect on the place of the Hermeneutic-narrative approach in a Philosophy for Children in Africa. Their thesis is that if any act of philosophising is said to be “African” it is an undertaking by Africans in a specific type of intellectual activity and the critical examination of fundamental problems functional to the African reality. The researchers enter the dialogue…
Conceptions of "Child" among Traditional Africans
In this paper, the researchers present a theoretical discussion of the notion of “child” in traditional African communities. The researchers’ premise is that different societies have unique conceptions of child and childhood hence each group of people have a peculiar philosophical outlook of a ‘child’ notwithstanding some similarities in places. While the researchers acknowledge that there is a multiple range of socio-cultural communities present…
Consensus or Disharmony in African Philosophy Conversations
This philosophical paper enters the contested arena of the African Philosophy debate in which scholars have been engaging each other from the late 1950s to this date. African Philosophy, as a movement, attempts to assert and affirm the identity and dignity of Africans, who felt insulted, despised, and trodden by western ideologies and worldviews. Practitioners in African philosophy in contemporary times have developed fundamental interest in, oft…
Rethinking ukama in the context of ‘Philosophy for Children’ in Africa
This paper is a critical conceptual exploration of the contribution of the ukama ethic in the context of ‘Philosophy for Children’ (The ‘Philosophy for Children’ movement is also variously known as philosophy in schools, philosophy with children and philosophical inquiry in the classroom. In the context of this discussion, we refer to Philosophy for Children as a programme or course designed for doing philosophy with children in schools.) as it c…
Publish or perish
This theoretical paper uses content analysis by drawing from the literature on the implications of the varied conceptions of ‘Publish or perish’ maxim to novice African academics in the neoliberal context. Neoliberal politics has defined education and research in particular as a commodity to be bought and sold as controlled by the profit motive and related market forces. As a result, novice African academics have been marginalised in the producti…
Towards understanding the influence of rurality on students’ access to and participation in higher education
This study examines the experiences of students from rural backgrounds in higher education in South Africa in order to foster more equitable access and participation. Edward Soja’s notion of spatial justice provides a platform for thinking about rurality and its impact on access and success in HE. Soja’s trialectical account means understanding rurality historically, spatially, and socially, and enables exploration of spatial inequalities based o…
Sociology (11 works) · Political science (9 works) · Epistemology (8 works) · Philosophy (8 works) · Social science (7 works) · African cultural and philosophical studies (6 works) · Education and Critical Thinking Development (6 works) · Pedagogy (6 works) · African philosophy (5 works) · Philosophy (5 works)