<i>Ubuntu, ukama</i>, environment and moral education

Grange, Lesley Le

doi:10.1080/03057240.2012.691631

Cited by 94 publications

(35 citation statements)

References 6 publications

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“…Thus a person views themselves in relation to 'others'. The 'others' mean human and nature because uMunthu is part of nature (Le Grange 2011, 2012a, 2012bMurove 2009;Opuku 1993;Sindima 1995). A person with uMunthu will care and have compassion not only for other human beings, but also for the biophysical world.…”

Section: Resultsmentioning

confidence: 98%

“…Others may argue that the description of uMunthu suggests it to be anthropocentric because it focuses on human beings; however, this paper follows scholars who attest that Ubuntu/uMunthu is part of nature (Le Grange 2011, 2012a, 2012bMurove 2009;Opuku 1993;Ramose 2009;Sindima 1995). As such, uMunthu's interdependence and community involve not only human networks but the natural world as well.…”

Section: Colonialism and Educationmentioning

confidence: 91%

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(Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa

Kayira

2013

Environmental Education Research

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Section: Resultsmentioning

confidence: 98%

Section: Colonialism and Educationmentioning

confidence: 91%

(Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa

Kayira

2013

Environmental Education Research

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“…If we think about conceptions of ubuntu as inclusive of ukama and disability as a part of ecological diversity (Le Grange 2012; Murove 2004), Africans have often been ahead of their time in protesting and inciting activism to protect the environment and differing ecological homelands of their people - often from corrupt regimes and large multi-national corporations. If we take the environmentalists Ken Saro-Wiwa and Wangari Maathai as examples, we note that at the heart of their actions is ubuntu.…”

Section: ‘Silence Would Be Treason’: Environmental Justice In Nigeriamentioning

confidence: 99%

Practices and discourses of ubuntu: Implications for an African model of disability?

Berghs

2017

African Journal of Disability

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BackgroundSouthern African scholars and activists working in disability studies have argued that ubuntu or unhu is a part of their world view.ObjectivesThinking seriously about ubuntu, as a shared collective humanness or social ethics, means to examine how Africans have framed a struggle for this shared humanity in terms of decolonisation and activism.MethodThree examples of applications of ubuntu are given, with two mainly linked to making explicit umaka. Firstly, ubuntu is linked to making visible the invisible inequalities for a common humanity in South Africa. Secondly, it becomes correlated to the expression of environmental justice in West and East African countries.ResultsAn African model of disability that encapsulates ubuntu is correlated to how Africans have illustrated a social ethics of a common humanity in their grassroots struggles against oppression and disablement in the 20th century. Ubuntu also locates disability politically within the wider environment and practices of sustainability which are now important to the post-2105 agenda, Convention on the Rights of Persons with Disabilities (CRPD) and the (UN) Sustainable Development Goals linked to climate change.ConclusionA different kind of political action linked to social justice seems to be evolving in line with ubuntu. This has implications for the future of disability studies.

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“…In recent years research has increasingly focused on our moral obligations to humans and to the larger living world (Bonnett, 2012;Le Grange, 2012). A number of scholars have shown that it is now possible to talk about the inclusion of a 'global dimension' in sustainability education and similar educational initiatives (Mannion, Biesta, Priestley, & Ross, 2011), where cultural differences and intercultural dialogue can be seen both as a challenge and an asset to sustainable development and education (Andreotti, 2011;Martin, 2011).…”

Section: Introductionmentioning

confidence: 96%

Swedish teachers’ ethical reflections on a study visit to Central America

Sund

Öhman

2014

Journal of Moral Education

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In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers' experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey's ethical thoughts on moral situations as a point of departure and deals with teachers' ethical reflections in a way that takes the contextual and situated nature of morals into account.

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Ubuntu, ukama, environment and moral education

Cited by 94 publications

References 6 publications

(Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa

(Re)creating spaces foruMunthu: postcolonial theory and environmental education in southern Africa

Practices and discourses of ubuntu: Implications for an African model of disability?

Swedish teachers’ ethical reflections on a study visit to Central America

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