The philosophy of Ubuntu in the classroom

This paper discusses the ways in which the Ubuntu philosophy can be infused in the classroom through teachers creating a positive learning environment that promotes interconnectedness, community, and selflessness. Further, the paper suggests that Ubuntu pedagogy is a transformative teaching approach that can foster an understanding of self and others among learners, encouraging a sense of pride and identity. Additionally, Ubuntu philosophy can be used as a tool for decolonization in the classroom, by promoting interconnectedness, interdependence, and social justice. The literature reflects that the 2016 student protests in South Africa, under the #FeesMustFall and #RhodesMustFall movements, call for decolonisation to challenge Eurocentric curricula and address the colonial legacy in South Africa’s higher education system (Chiramba & Motala, 2023). Scholar believes that Higher education research pedagogical practices in South Africa continue to draw from the Western views, which undermine and dismiss indigenous philosophies such as Ubuntu as false assumptions and a simple, illegitimate African thinking (Bhuda & Marumo, 2022). There have been studies done on the philosophy of Ubuntu in higher education and studies on Ubuntu as a decolonial tool to challenge the Eurocentric view; however, the integration of the philosophy of Ubuntu within the classroom setting has less literature. Hence, the study explores ways in which the Ubuntu philosophy can be infused I the classroom as a tool to decolonise education and as a transformative teaching approach. The study uses Desk Research, which is generally accepted as equal to the literature review and concisely defined as the process of accessing published secondary data. The findings in this paper reflect existing literature on Ubuntu, which suggests that there are countries that are still struggling to infuse and institutionalise the philosophy of Ubuntu in their classroom. The study recommends that the Ubuntu philosophy be infused in the classroom to contribute in the transformation agenda in the country

African philosophy · Colonialism · Curriculum · Decolonization · Higher education · Indigenous · Philosophy education · Philosophy of education · Transformative learning · African cultural and philosophical studies · African studies and sociopolitical issues · Families in Therapy and Culture

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