Abstract
In our paper we contrast the idea(l) of an education that aims at community and planetary wellbeing with the current educational reality in South Africa. Drawing on our initiatives to integrate local indigenous knowledges (including use of home language) with the Western curriculum we address the question how to approach educational transformation despite and within the given educational context. We do this through telling our narrative stories as well as reflections on our research project geared towards bottom-up decolonisation. We offer this paper as an invitation to researchers worldwide to engage in scholarly debate around issues on decolonisation.
Keywords
bottom-up decolonisation, indigenous knowledges, integration of knowledges, science education, stories, Ubuntu
DOI
https://doi.org/10.21606/pluriversal.2021.0050
Citation
Seehawer, M., Ngcoza, K.M., Nhase, Z.,and Nimrod Nuntsu, S.(2021) Approaching Ubuntu in Education Through Bottom-Up Decolonisation, in Leitão, R.M., Men, I., Noel, L-A., Lima, J., Meninato, T. (eds.), Pivot 2021: Dismantling/Reassembling, 22-23 July, Toronto, Canada. https://doi.org/10.21606/pluriversal.2021.0050
Creative Commons License
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Included in
Approaching Ubuntu in Education Through Bottom-Up Decolonisation
In our paper we contrast the idea(l) of an education that aims at community and planetary wellbeing with the current educational reality in South Africa. Drawing on our initiatives to integrate local indigenous knowledges (including use of home language) with the Western curriculum we address the question how to approach educational transformation despite and within the given educational context. We do this through telling our narrative stories as well as reflections on our research project geared towards bottom-up decolonisation. We offer this paper as an invitation to researchers worldwide to engage in scholarly debate around issues on decolonisation.