Rethinking pedagogy and educational practice in Africa: Comparative analysis of liberative and ubuntu educational philosophies

Abstract

This chapter examines the comparative relevance of Paulo Freire’s philosophy of liberative educational theory and practice to the culturally embedded Ubuntu philosophy as transformative educational innovations that can provide new ways of re-conceptualizing the development of educational practice in Africa. Both Freire’s thesis and Ubuntu philosophy provide new avenues for approaching education in Africa by giving a human face to the curriculum and people-driven education system. The two theses redirect educational systems that were predominantly colonial and capitalist banking types of education that alienated both learner and teacher from new models of empowerment and consciousness. In view of the above, the chapter starts with reflective analyses of both Freire’s banking concept and the problem-solving model of teaching and learning and the humanity-oriented Ubuntu philosophy, the conceptual ideas of which are centered on interdependence and mutually beneficial relationships between people and their community. The chapter argues that with Ubuntu thinking originating in southern Africa and Paulo’s Freire’s philosophy originating in South America both philosophies find their roots and meaning in the humanity and the ethical values that inform and shape African educational thoughts and actions. This is because both educational belief systems advocate transformative, innovative, liberative, and collective consciousness realized through praxis, dialogical cultural codification of experiential teaching and learning, and respect of both teachers and learners. As such, both theoretical conceptualizations represent creative innovations that can transform the development of educational practice and pedagogy in Africa.