Yusef Waghid
Biographic Data
| ID | 454026 |
|---|---|
| NAME | Yusef Waghid |
| GIVEN NAMES | Yusef |
| FAMILY NAME | Waghid |
| SIGNATURE | WAGHID Y |
| AFFILIATIONS | Stellenbosch University |
| ORCID | 0000-0003-2565-824X |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 62 |
| AUTHOR COUNT | 49 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Global citizenship education as an ethics of care
Reflecting on Democratic Citizenship Education: Compassionate and Imaginative Action, Educational Encounters, and Civic Reconciliation
This article reflects on and extends my earlier arguments on democratic citizenship education by foregrounding three interrelated themes: compassionate and imaginative action, educational encounters, and civic reconciliation. I argue that education must move beyond a narrow reliance on deliberative reasoning by cultivating engagement that is also emotive and aspirational. Compassion and imagination, alongside reason, cultivate more inclusive and …
Embracing the decolonial, critical, and ethical shift in global citizenship education
Cultivating students' critical consciousness through global citizenship education: Six pedagogical priorities
Teaching for Global Citizenship Education Online: An African Philosophical Approach
Global citizenship education (GCE) has been in vogue for the last decade. The term has been used mostly to espouse and rearticulate some of the democratic, responsible and activist aspirations linked to forms of transformative higher education (HE) in the world today. Southern African HE is no exception, particularly invoking some of the (post)critical and decolonial virtues within matrices of HE for change. In this article, it is described how r…
Curiosity as ubuntu justice in higher education
Students, through teaching and learning, must reflect on what they do not know. It is only when they recognise what they know, and what they do not, that they will awaken to their own curiosity. The more they can open themselves to others and their epistemologies, the deeper their own self-reflection in relation to others. In this way, engendering curiosity opens students to the possibilities of other kinds of identities, thoughts, and actions, a…
On the (Im)Possibility of Religious (Dis)Engagement
This article begins with the premise that the word “religious” implies having a connection with the human being, rationally and spiritually. In other words, we cannot talk about an experience of a religious kind if people, and their sense of rationality and spirituality are absent. Humans internalise a religious experience if they happen to connect with one another in some way or the other, (re-)examine one another’s claims of reason, and disclos…
On the Educational Potential of Ubuntu
The literature on Ubuntu is as prolific, as it is diverse. Over the past two decades the increasing attention has been devoted to Ubuntu in relation to African education. In recognising the richness of attention, which has thus been afforded to Ubuntu , this article attempts to offer something else. I consider the concept of Ubuntu as an African notion for education, in the same way that some Europeans describe bildung as education, and ta’dib , …
Democratic citizenship education reimagined: Implications for a renewed African philosophy of higher education
This contribution involves an analysis of philosophy of higher education in Africa, specifically related to a notion of democratic citizenship education. If one understands what philosophy of higher education constitutes African thought and practice one would get to know how such an understanding of higher education is realised and guides human actions related to the African context. Thus, the main argument of this article involves what philosoph…
Muslim schooling in South Africa and the need for an educational crisis
Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With …
Academic Activism in Higher Education: A Living Philosophy for Social Justice
Higher Teaching and Learning for Alternative Futures: A Renewed Focus on Critical Praxis
Cosmo-Ubuntu: Toward a New (Exterior to Modernity) Theorizing about the Human, the Cosmos, and Education
CITATION: \nCossa, J., Le Grange, L., & Waghid, Y. (2020). Cosmo-ubuntu: Toward a new (exterior to modernity) theorizing about the human, the cosmos, and education. Comparative Education Review, 64(4), 753-756. https://doi.org/10.1086/710771
Towards an Ubuntu Philosophy of Higher Education in Africa
Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universities
In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, …
University Education, Controversy and Democratic Citizenship
On care and dissonance within pedagogical encounters
Pedagogical encounters in South African universities among students and teachers are progressively moving away from constrained human relations reminiscent of the apartheid past. No longer can the South African university be considered strictly as a place where knowledge is imposed without also evoking the potentialities of students. In this article, I argue that educational encounters have the potential to be more open, deliberative and provocat…
African philosophies of education re-imagined: Looking beyond postmodernism
African philosophies of education re-imagined: Looking beyond postmodernism." Educational Philosophy and Theory, 50(14), pp. 1432–1433
Decolonising preservice teachers' colonialist thoughts in higher education through defamiliarisation as a pedagogy
The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the higher education curricula in South Africa to be transformed under the guide of decolonisation requires primarily a reform of the colonising spaces in which teaching in higher education takes place. Using a case study at a university of technology that explicates …
Tolerance and Dissent within Education
Cultivating social entrepreneurial capacities in students through film: Implications for Social Entrepreneurship Education
In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Sla…
The Worthwhile Risk of Education: From initiation to co-belonging in and through pedagogical encounters
This article explores the idea of the worthwhile risk of education, as necessarily involving a transition from one of initiation and risk to that of co-belonging. We commence by considering a contention that while education is a human activity whereby an individual might be initiated into various encounters, the potential experience thereof is as yet un-encountered and strange, and only to be imagined. Following on the idea of education as the su…
Does a white curriculum matter
The invisible silence of race: On exploring some experiences of minority group teachers at South African schools
In its hasty retreat from a racialized and racist South Africa, democratic South Africa was intent on embracing the newly formed ‘rainbow nation’. It would be a nation free from all forms of oppression, and unshackled by anger and hatred, as made visible in the life of Nelson Mandela – the first president of a non-racial, democratic South Africa. It made sense to open schools to all races, inviting children, once divided along lines of race, ethn…
On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity
Despite the advances made in the liberal Western philosophical and educational tradition to counteract unethical, immoral and inhumane acts committed by the human species, these acts of inhumanity persist. It would be inapt to apportion blame only to Western thinking, which has its roots in Greek antiquity, as Plato and Aristotle, for instance, perpetually and justifiably pursued and advocated the human enactment of civility and friendship in the…
Reconsidering Ubuntu: On the educational potential of a particular ethic of care
In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general positi…
Philosophy of education in a new key: Cultivating a living philosophy of education to overcome coloniality and violence in African universities
In this conversational article, we consider cultivating decoloniality in university education by drawing upon Jacques Ranci ere’s (2010) notion of a living philosophy. Ranci ere’s (2010) living philosophy holds the possibility of both a medium and a space for a re-thinking and a re-contemplation of what life is in relation to what it might be. Through engaging and sharing real human experiences from and within African societies and universities, …
Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation
Cultivating social entrepreneurial capacities in students through film: Implications for Social Entrepreneurship Education
In South Africa, the economic, social, and political institutions designed to provide for the basic needs and fundamental rights of all citizens in society are failing to address the escalating socioeconomic problems for large segments of the population. Studies suggest that the provision of entrepreneurship education strengthens the entrepreneurial capacity of students to launch new ventures, which has economic implications in society (Mars, Sla…
Islamic Education and Cosmopolitanism: A Philosophical Interlude
Patriotism and Democratic Citizenship Education in South Africa: On the (im) possibility of reconciliation and nation building
In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through…
Does a white curriculum matter
Re-envisioning the Future: Democratic Citizenship Education and Islamic Education
In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy…
Education, Responsibility and Democratic Justice: Cultivating friendship to alleviate some of the injustices on the African continent
In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universi…
On the (Im)possibility of Democratic Citizenship Education in the Arab and Muslim World
Taking into account African Philosophy: An impetus to amend the agenda of philosophy of education
Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu
Muslim schooling in South Africa and the need for an educational crisis
Despite unimaginable geopolitical reform and re-humanisation, which saw South Africa transition from colonialism, to apartheid, and now, to a democracy, Muslim education has retained both its character and content. Overdue questions remain unanswered as it becomes evident that while politics and the world of Muslims have shifted – locally and globally – Muslim education in South Africa has remained unchanged ideologically and pedagogically. With …
Academic Activism in Higher Education: A Living Philosophy for Social Justice
Towards an Ubuntu Philosophy of Higher Education in Africa
Decolonising preservice teachers' colonialist thoughts in higher education through defamiliarisation as a pedagogy
The social, political, and economic inequalities embedded and reflected in all social life in South Africa continue to shape the higher education landscape of the country. Calls for the higher education curricula in South Africa to be transformed under the guide of decolonisation requires primarily a reform of the colonising spaces in which teaching in higher education takes place. Using a case study at a university of technology that explicates …
The Worthwhile Risk of Education: From initiation to co-belonging in and through pedagogical encounters
This article explores the idea of the worthwhile risk of education, as necessarily involving a transition from one of initiation and risk to that of co-belonging. We commence by considering a contention that while education is a human activity whereby an individual might be initiated into various encounters, the potential experience thereof is as yet un-encountered and strange, and only to be imagined. Following on the idea of education as the su…
On the (Im)potentiality of an African Philosophy of Education to Disrupt Inhumanity
Despite the advances made in the liberal Western philosophical and educational tradition to counteract unethical, immoral and inhumane acts committed by the human species, these acts of inhumanity persist. It would be inapt to apportion blame only to Western thinking, which has its roots in Greek antiquity, as Plato and Aristotle, for instance, perpetually and justifiably pursued and advocated the human enactment of civility and friendship in the…
Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors
Philosophical Remarks on Nelson Mandela’s Education Legacy
In this article, I reflect on Nelson Mandela’s (Madiba, the clan name of Mandela) education legacy. I argue that Madiba’s education legacy is constituted by three interrelated aspects: firstly, an education for non-violence guided by deliberation, compassion and reconciliation; secondly, education as responsibility towards the Other; and thirdly, education that cultivates a ‘community of thinking’. Educational philosophy and theory would be richl…
Teacher mobility, ‘brain drain’, labour markets and educational resources in the Commonwealth
by W.J. Morgan, A. Sives and S. Appleton, Nottingham, UNESCO Centre for Comparative Educational Research, 2006, 218 pp. (paperback), ISBN 66 1‐86192‐762 2 This book explores teacher mobility, more
Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-based Education in South Africa
Globalization and higher education restructuring in South Africa: Is democracy under threat
My intention is to explore the link between globalization and higher education restructuring in South Africa and whether it looms as a threat to democracy. I contend that an argument can be made that the ascendancy of market-driven concerns in defining the restructuring of higher education in South Africa may have the effect whereby higher education institutions (universities and technikons) become subordinated to the demands of the market place,…
Globalization and higher education restructuring in South Africa: Is democracy under threat
My intention is to explore the link between globalization and higher education restructuring in South Africa and whether it looms as a threat to democracy. I contend that an argument can be made that the ascendancy of market-driven concerns in defining the restructuring of higher education in South Africa may have the effect whereby higher education institutions (universities and technikons) become subordinated to the demands of the market place,…
Communitarian deliberative democracy and its implications for political discourse in South Africa
Democracy in South Africa since the demise of apartheid has resulted in significant changes in political discourse. Yet, the country's multiparty democratic system remains challenged by majoritarianism, which might not always enhance deliberation in political discourse. In the present article, I show how constitutive goods of communitarian liberalism, namely caring, conversational justice and political reasoning, can be linked to the notion of de…
Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-based Education in South Africa
Community and Democracy in South Africa: Liberal Versus Communitarian Perspectives (Europaische Hochschulschriften. Reihe XX, Philosophie, Bd. 666)
Compassion, Citizenship and Education in South Africa: An Opportunity for Transformation
Dialogue and the limits of violence: Some thoughts on responsible action
In this article I explore some of the limitations of violence, in particular focusing on how it can possibly be undermined by dialogical action. Firstly, I argue that, although violence is at times justified by some people, its disrespectful use against innocent others, makes it illegitimate and therefore un‐dialogical. Secondly, the use of violence is considered by some as circumstantial and restricted to the achievement of short‐term goals. How…
Education, Responsibility and Democratic Justice: Cultivating friendship to alleviate some of the injustices on the African continent
In South Africa there is widespread recognition amongst university educators that the new outcomes‐based education (OBE) system can prevent instrumental thinking, particularly in view of OBE's agenda to encourage critical learning. However, what these educators do not necessarily take into account is that many students are not always ready to deal with critical learning because of the apparent persistence of instrumental thinking at some universi…
Democratic Citizenship, Education and Friendship Revisited: In Defence of Democratic Justice
Referees
Patriotism and Democratic Citizenship Education in South Africa: On the (im) possibility of reconciliation and nation building
In this article, I shall evaluate critically the democratic citizenship education project in South Africa to ascertain whether the patriotic sentiments expressed in the Manifesto on Values, Education and Democracy (2001) are in conflict with the achievement of reconciliation and nation building (specifically peace and friendship) after decades of apartheid rule. My first argument is that, although it seems as if the teaching of patriotism through…
Teacher mobility, ‘brain drain’, labour markets and educational resources in the Commonwealth
by W.J. Morgan, A. Sives and S. Appleton, Nottingham, UNESCO Centre for Comparative Educational Research, 2006, 218 pp. (paperback), ISBN 66 1‐86192‐762 2 This book explores teacher mobility, more
On Doing Justice to Cosmopolitan Values and the Otherness of the Other: Living with Cosmopolitan Scepticism
Response to Paul Smeyers’s Review of Conceptions of Islamic Education
Taking into account African Philosophy: An impetus to amend the agenda of philosophy of education
Sceptics of an Africanisation of education have often lambasted its proponents for re-inventing something that has very little, if any, role to play in contemporary African society. The contributors to this issue hold a different view and, through the papers included in this issue, arguments are proffered in defence of an Africanisation of education on the African continent, particularly through the notion of ubuntu
Reconsidering Ubuntu: On the educational potential of a particular ethic of care
In this article we argue that ubuntu (human interdependence) is not some form of essentialist notion that unfolds in exactly the same way as some critics of ubuntu might want to suggest. Rather, we offer a philosophical position that (re)considers the situation of the self in relation to others. The article starts from the general issues at stake in the debate concerning particularity and universalist ethics. We then reconsider the general positi…
Citizenship, Education and Violence: On Disrupted Potentialities and Becoming
The focus of this book is to offer a humane rocesponse to dealing with violence. An interpretive analysis is presented in order to think differently about violence in schools and about how a citizenship education of becoming can deal with the unpredictable consequences of violence in its own potentiality. It seems to the authors that, given the confident onslaught of violence, there is nothing left to do but to offer insight into the nature of vi…
Combating Terrorism through an Education for Democratic Iteration
In this article, we argue analytically that democratic iteration is a plausible discourse to mitigate terrorism in the contemporary world. By far the most pertinent position we advance is the need for democratic iteration among people who perpetrate acts of violence and those subjected to the perpetration of such acts. An education for freedom from terror is justifiable in the sense that such a view of education would cultivate intercultural unde…
Islam, democracy and education for non-violence
In this article, I shall attempt to rebuff the view that there is a necessary connection between a monotheistic religion, like Islam, and violence. Rather, I shall argue that the link between Islam and violence is a contingent one, that is, it is neither necessary nor impossible, depending on the reasons offered by a particular Islamic faith community or by individuals who exist on a continuum ranging from jihadist fundamentalists to Muslim refor…
Re-envisioning the Future: Democratic Citizenship Education and Islamic Education
In this article we address the issue of why democratic citizenship education should be incorporated more meaningfully into Islamic education discourses in formal institutions in the Arab and Muslim world. In the Arab and Muslim world civic and national education seem to be the dominant discourses. We argue that the latter discourses are inadequate to address some of the dystopias in the Arab and Muslim world such as the perpetuation of patriarchy…
Maximalist Islamic Education as a Response to Terror: Some Thoughts on Unconditional Action
Inasmuch as Muslim governments all over the world dissociate themselves from despicable acts of terror, few can deny the brutality and violence perpetrated especially by those in authoritative positions like political governments against humanity. Poignant examples are the ongoing massacre of Muslim communities in Syria, Iraq, Afghanistan and Pakistan by those government or rebel forces intent on eliminating the other whom they happen to find unw…
Publish Yet Perish: On the Pitfalls of Philosophy of Education in an Age of Impact Factors
Islamic Education and Cosmopolitanism: A Philosophical Interlude
On the (Im)possibility of Democratic Citizenship Education in the Arab and Muslim World
Islamic Education, Possibilities, Opportunities and Tensions: Introduction to the Special Issue
Philosophical Remarks on Nelson Mandela’s Education Legacy
In this article, I reflect on Nelson Mandela’s (Madiba, the clan name of Mandela) education legacy. I argue that Madiba’s education legacy is constituted by three interrelated aspects: firstly, an education for non-violence guided by deliberation, compassion and reconciliation; secondly, education as responsibility towards the Other; and thirdly, education that cultivates a ‘community of thinking’. Educational philosophy and theory would be richl…
Sociology (45 works) · Political science (43 works) · Law (41 works) · Law (27 works) · Politics (26 works) · Philosophy (25 works) · Epistemology (24 works) · Pedagogy (20 works) · Philosophy (18 works) · Democracy (17 works)