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"Waghid, Yusef"
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Towards an Ubuntu Philosophy of Higher Education in Africa
African philosophy of higher education and its concomitant link to teaching and learning on the continent, is a concept that remains contestable, as much about African thought and practice is presumed to exist in narrative form. However, even if African thought and practice were to have existed in narrative form only, it would not necessarily be justifiable to dismiss an idea of African philosophy of higher education as seminal works by leading African scholars over the last few decades corroborate the significance of higher education in Africa. In this article, I attempt to offer an account of African philosophy of higher education, in particular teaching and learning, underscored by a notion of
ubuntu
—human interdependence and humaneness—on the grounds that such a view of African thought and practice is constituted by meanings that could engender a credible defense of higher education in Africa. From my analysis of the concept
ubuntu
, practices such as social responsibility, deliberative engagement, and an attentiveness to others and otherness seem to be most salient in enacting a reconsidered view of African higher education.
Journal Article
Re-imagining Muslim Education and the Cultivation of Democratic Citizens in South Africa
[...]the notion of education as the cultivation of humaneness, just and truthful living, as couched through Syed Muhammad Naquib al-Attas's understanding of ta'dīb (Al-Attas, 1991), is a meritorious practice and would advance equitable and transformative actions within a fledgling democratic community. [...]I argue in defense of ta'arruf as a conception of education that can engender equitable, pluralist, and dissonant human relations so much needed to enhance South African Muslims' legitimate and genuine integration into a democratic society. [...]a Muslim self acquires perceptive and imaginative qualities through her intimate relations with Allah, whereas in the self's relations with others in the world, it intelligently or rationally interprets and reinterprets ideas and experiences (thoughts and practices) it engages with. [...]Niehaus (2011, p. 20) confirmed that HIV and AIDS education together with sexuality studies are also excluded from the subject of Islamic Studies in independent Muslim schools.
Journal Article
Global citizenship education in the global South : educators' perceptions and practices
This volume presents a critical discussion that brings contemporary academic debate about 'southern theory' to Global Citizenship Education (GCE). It situates the discussion on GCE in the Global South within a post-colonial paradigm informed by critical pedagogy ingrained in social justice.
eBook
Transformation as an act of denudation : a response to Petro du Preez, Shan Simmonds and Anné Verhoef
Higher education transformation in South Africa, as correctly argued by Petro du Preez, Shan Simmonds and Anné Verhoef, should become more ‘fluid [and] open-ended’. However, even more fluidity and open-endedness might not necessarily be sufficient in enacting transformation in the higher education realm. Consequently, in this article I argue in defence of a form of denudification of higher education that would impact transformation with an unrestrained openness and concealment whereby the unexpected will remain in potentiality. It is hoped that higher education transformation in South Africa would become more open and credible as has been achieved hitherto.
Journal Article
Educational Technology and Pedagogic Encounters
This book looks at some of the underlying theories of educational technology (means), and ways in which this technology is guided in practice (ends). The authors are intent on producing ends that prepare students to undertake new analyses and evaluations that can result in new possibilities for democratic action.
eBook