Abstract:
Ubuntugogy as a method of teaching and learning emerged from the
African theory and philosophy called Ubuntu. Ubuntugogy was
introduced by Bangura (2005) as a proposed strategy for teaching and
learning in the African classroom. For almost three centuries Africa
has been subjected to and/or implementing Western methodologies,
thus suppressing the notions of Ubuntu in African classrooms. This
paper aims to critically analyse the literature and attempt to portray
the viability of Ubuntugogy as a feasible pedagogical construct in
education. It is also important to take note of the limitations that
come with Ubuntugogy as a pedagogical construct. Utilising the
SWOT analysis framework, this paper discusses the strengths and
limitations that come with the practice of Ubuntugogy in the African
context. Literature has revealed that Ubuntugogy has the potential
to promote communalism, collaboration, respect in the classroom
and appreciation of African knowledge systems. In contrast,
literature has also indicated that Ubuntugogy can face challenges like
individualism, stereotypical mentalities, and lack of interest from the
stakeholders. Taking into account the analysis, it is safe to mention
that Ubuntugogy is a viable pedagogical construct to be utilised in the
African classrooms. This paper recommends a change in
stakeholders’ mindsets, the practice of collaborative instruction and
collaborations between the stakeholders and students. Taking into
consideration the literature presented in this article, it is proposed
that the teaching and learning paradigm should change from nonAfrica philosophies to African-based theories and philosophies.
