Situating Ubuntu Philosophy in Pre-service Teacher Education

Abstract

Ubuntu African philosophy and its values have been a subject of discussion by stakeholders due to its humanness and communal nature. It embodies African cultural values and belief systems that form the ways of life of indigenous people. These critical attributes of Ubuntu have necessitated its integration into pre-service teacher education to prepare Ubuntu-focused teachers who can contribute to decolonizing the education system in South Africa and beyond. However, efforts must be made to integrate Ubuntu values into pre-service teacher education. This paper reports on an investigation of the relevance of Ubuntu’s philosophy to pre-service teacher education. The investigation adopted the qualitative integrative literature review approach by selecting twenty-four articles from Scopus, EBSCO, and Google Scholar databases for review. The authors selected relevant articles using the relevant inclusion criteria and analyzed them under different themes to answer the two research questions formulated for this study. In order to increase teachers’ capacity to support the decolonization of education in Africa, the article suggests that the humanness and communalism approaches to education should be incorporated into pre-service teacher education curricula. That the quest for colonial knowledge over the years in South Africa and, indeed, Africa has been attributed to the Eurocentric and increased domination of African culture of togetherness and ethics of care. The paper also concludes that Ubuntu higher education can serve as a framework for decolonizing the African higher education system. The authors suggest that there is a need to formulate strategies for integrating important values of Ubuntu, like humanness, interconnectedness, and communalism, into the pre-service teacher education program.