Ubuntugogy: An African Educational Paradigm That Transcends Pedagogy, Antragogy, Ergonagy and Heutagogy

Published on Jan 1, 2005in The Journal of Third World Studies
Abdul Karim Bangura4
Estimated H-index: 4
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#1Maximus Monaheng Sefotho (UJ: University of Johannesburg)H-Index: 5
Abstract This theoretical article offers a diachronic analysis that is a rebuttal of ontological hegemony of disability as negative. The article is premised on the Ubuntu paradigm from which African wisdom is mostly anchored in idioms and proverbs. This article emerges as a reflection on a Sesotho proverb: Sehole ho ‘Ma-sona ha se lahloe (A child with a disability is never abandoned by the mother). The aim of this article is to demonstrate that Basotho ontology of disability portrays an ubuntu c...
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#1Otrude Nontobeko Moyo (IU: Indiana University)
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#1Gabatshwane Taka Tsayang (UB: University of Botswana)H-Index: 1
#2Phillip G. Bulawa (UB: University of Botswana)
Last. Moffat F. Kgotlaetsile (UB: University of Botswana)
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#1Alade S. McKen (Lehman College)
#1Alade S. McKenH-Index: 2
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#1Abdul Karim Bangura (UW: University of Washington)H-Index: 4
This chapter by Abdul Karim Bangura concerns the challenge to the conventional conceptualization of Pan-Africanism, which is as follows: “the idea that peoples of African descent have common interests and should be unified. Historically, Pan-Africanism has often taken the shape of a political or cultural movement. There are many varieties of Pan-Africanism. In its narrowest political manifestation, Pan-Africanists envision a unified African nation where all people of the African Diaspora can liv...
1 CitationsSource
#1Tony Mays (University of Pretoria)H-Index: 4
Open and distance learning has been long-established in South Africa and continues to grow. There is also growing interest and examples of online learning, which may or may not be offered by distance education providers. Learning resources are central to both forms of provision and so it seems logical that there should be extensive interest in working with Open Educational Resources (OER). However, while South Africa has been active in the OER arena, and while there are a variety of innovative e...
1 CitationsSource
#1Alfdaniels Mabingo (MUK: Makerere University)H-Index: 4
The contexts of Indigenous dance education practices in Uganda include home environments, village communities, schools, universities, and dance troupes, among others. The environments in which dances are taught, learned, shared, and practiced bring complex perspectives to how the meanings are re/constructed, deconstructed, and rationalized by the participants in the dance activities. In homes and village communities, the dance knowledge and skills are negotiated through relationally interactive ...
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#1Alfdaniels Mabingo (MUK: Makerere University)H-Index: 4
Different communities in Africa draw on philosophies that guide the ways in which people share, generate, distribute, and organize knowledge and develop systems of realities. One of the philosophies that guides the knowing, thinking, connection, and doing of local people is Ubuntu. Represented by the aphorism ‘I am because we are, and because we are therefore I am,’ this philosophy underpins the reciprocal interactivity and relationality between the individual and the community in the process of...
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#1Nurul Aisyah Kamrozzaman (UKM: National University of Malaysia)H-Index: 4
#2Jamaludin Badusah (UKM: National University of Malaysia)H-Index: 4
Last. Wan Muna Ruzanna Wan Mohammad (UKM: National University of Malaysia)H-Index: 2
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This study aims to research on the effectiveness of M-learning for a lifelong learning learner which is based on the Heutagogy Approach vide the usage of academic writing’s course. Survey has been administrated to 80 students from the executive programme at the Faculty of Education, Universiti Kebangsaan Malaysia in which they have taken academic writing as the compulsory subject of the abovesaid programme. Quantitative data were analysed using descriptive analysis and inference in order to dete...
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