Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives

Abstract

This paper foregrounds the value of the inclusion of Ubuntu philosophy in the school curriculum using indigenous games. There has been increased interest emanating from the Department of Basic Education (DBE) in the inclusion of Ubuntu philosophy in the mainstream school curriculum. The DBE has identified indigenous knowledge as an asset that can be integrated into the school curriculum in order to educate African children about Ubuntu philosophy, moral and cultural beliefs. The efficacy of indigenous methods to teach schoolchildren these important concepts has, however, largely remained an untapped area of study. The aim of this paper is to illustrate how Ubuntu philosophy can be taught in the school curriculum using selected indigenous isiZulu games. Using Mbigi's Collective Fingers Theory, we analyse three isiZulu indigenous games and demonstrate that indigenous games can be successfully used to teach Ubuntu philosophy. The paper contributes to the ongoing debates about the value of African Indigenous Knowledge Systems (AIKS), such as Ubuntu philosophy, in teaching decolonised curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity.

Educational Paradigm with Ubuntu Mindset: Implications for Sustainable Development Goals in Education

“…Furthermore, Brock-Utne [42] calls for the need of an Ubuntu paradigm in curriculum work, language of instruction and assessment to redesign school systems based on the basic principle of humanity. Similarly, Nxumalo and Mncube [43] recommend the inclusion of Ubuntu philosophy in the school curriculum using indigenous games for teaching a decolonized curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity.…”

Using Ubuntu Values in Integrating African Indigenous Knowledge into Teaching and Learning: A Review of Literature

“…This is called the African Indigenous Knowledge System (AIKS) and it consists of the oral tradition, which includes folklores storytelling and practical practices that form the indigenous way of life of people (Mutekwe, 2015). It also involves the mentoring and training of apprentices by indigenous knowledge holders who are experts in their respective fields, such as: traditional medicine, agriculture, pottery, art, and music, among others (Mutekwe, 2015;Nxumalo & Mncube, 2018). This practice represents the way of life of indigenous people, which has over the years been transmitted from one generation to date.…”

“…Since there are no set procedures in place for teachers to employ AIKS in the classroom setting, it is necessary to increase the ability of the school leadership and subject advisers in valuing the Ubuntu principles. This will ensure that the implementation of the teaching and learning of indigenous knowledge (Krakouer, 2015;Nxumalo & Mncube, 2018;Mkosi, 2019).…”

Efficiency Analysis of Compression Software (WINRAR and 7-Zip) Across Diverse Data Types on Windows 11 and Ubuntu 23.10

“…The adoption of Windows 11 has been significant, with many users utilizing this operating system for various purposes. Windows 11, known for its user-friendly interface, enhanced security features, and improved performance, has gained significant adoption [5] The widespread use of the Ubuntu operating system can be attributed to its representation of self in virtual interactions, its dynamic and changing approaches to upholding indigenous values, and its application in various fields such as digital entrepreneurship, education, and parenting [6] [7] [8]. Additionally, the Ubuntu operating system is designed to be easy to use, minimizing software piracy among students [9].…”