Rupturing African Philosophy on Teaching and Learning

Beschreibung

This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change. The authors argue that such pedagogic encounters have the potential to stimulate just and democratic human relations: encounters that are critical, deliberate, reflective and compassionate could enable just and democratic human relations to flourish, thus inducing decolonisation and decoloniality. Exploring arguments for imaginative and tolerant pedagogic encounters that could help cultivate an African university where educators and students can engender morally and politically responsible pedagogical actions, the authors offer pathways for thinking more imaginatively about higher education in a globalised African context. This work will be of value for researchers and students of philosophy of education, higher education and democratic citizenship education.
Explores African philosophy of education and ubuntu justice through the lens of a massive open online course Maintains that interactions like this can potentially stimulate and encourage just, democratic human relations Examines arguments that could help cultivate a more imaginative and politically responsible African university

Autor*in

Yusef Waghid

Themen in »Rupturing African Philosophy on Teaching and Learning«

African philosophy of education Ubuntu Citizenship education Identity and education Philosophy of teaching philosophy of learning learning and instruction

Stimmen zu »Rupturing African Philosophy on Teaching and Learning«

“Against a global and South African background of increasing calls for the decolonisation of knowledge, this book provides a refreshing account of a pedagogic rupturing as a decolonising exertion. Instead of ridding itself of all that might be ‘colonialist’, this book – through adopting an African philosophical lens – argues for deliberative inquiry and reflexive openness, not only in relation to pedagogical encounters, but as enactments of just humaneness.” (Nuraan Davids, Associate Professor of Philosophy of Education, Stellenbosch University, South Africa)
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