Exploring foundation phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal school

Abstract

The transmission of African philosophy is a crucial responsibility within African indigenous education from the community perspective. Furthermore, the valuing of indigenous knowledge and the heritage of indigenous people is a stated principle of the National Curriculum Statement (NCS) in South Africa. This study explored the case of Foundation Phase teachers’ practices of infusing Ubuntu in a rural KwaZulu-Natal primary school. In particular, the study explored teachers’ practices, as leaders, in the infusion of Ubuntu values, attitudes and behaviour that are synonymous with an African philosophy of education within a homogenous African indigenous rural community. Data was generated from semi-structured interviews, focus group discussions and document analyses. Foundation Phase teachers, parents and community elders participated in the study to answer the main research questions. The study was enhanced by using a theoretical framework for teacher leadership that delineated the zones wherein teachers’ practices were investigated. The framework elaborated on their roles in teaching and learning, pedagogy, curriculum development, leading in-service education, assisting other teachers, participating in whole school development, and collaborating with neighbouring schools in the community. Since Ubuntu has varying nuances of meaning and practices within different indigenous communities, the study included the local community's voice on the authentic meaning and practices of Ubuntu. The study employed a single case study methodology involving teachers from a typical rural primary school in KwaZulu Natal. A qualitative, interpretive approach was adopted to understand and interpret teachers’ practices of infusing Ubuntu. Purposive and snowball sampling allowed the researcher to access suitable school and community informants, respectively. Since indigenous education draws meanings and practices of its philosophy from the ‘voice’ of the local indigenous community, the study first sought to gain insight into Ubuntu from indigenous knowledge holders in the community. Interestingly, it was found that community understanding of Ubuntu concurred with that of the literature. Notably, it was also found that the teachers’ understanding and practices of Ubuntu resonated with the local community's. This was an important finding since teachers who promote the values or principles of Ubuntu need to be spiritually connected to Ubuntu to inspire learners to sustain this philosophy for generations to come. The study’s key finding was that rural Foundation Phase teachers endeavoured to promote indigenous philosophy and culture embedded in an African worldview of Ubuntu. Although teachers did not set out to explicitly enculturate Ubuntu, they were engaged in various practices, including being exemplars of Ubuntu, indigenous pedagogy and cultural events that helped to infuse Ubuntu philosophy. These practices were part of their interpretations of traditional African culture and values. However, the lack of collaboration with indigenous knowledge holders in the different zones of teachers’ practices presented a lost opportunity for teachers to lead in the infusion of authentic indigenous wisdom into children’s education. In terms of how they experienced their practices, it was found that social problems that affected learners’ receptiveness and the prevalence of young parents who have opposing influences presented a challenge to teachers’ efforts. Curriculum and administrative constraints also burdened teachers who did not find a supportive framework for infusing African philosophy of education into their formal professional practices. A recommendation from the study is a proposed new framework for rural teacher leadership in infusing African philosophy of education into the classroom. The model extends the teacher leadership framework to include parents, elders and indigenous knowledge holders from the local community. Additional practices that explicitly infuse African indigenous educational philosophy, pedagogy, and methodology are included. The study further contributes significantly to new knowledge of the status of the enactment of the principle of valuing indigenous knowledge and African education philosophy. The study’s findings, drawn from the local community on the meanings and practices of Ubuntu, contribute to the field of indigenous knowledge systems