Rupturing African Philosophy on Teaching and Learning

Ubuntu Justice and Education

Nonfiction, Reference & Language, Education & Teaching, Educational Theory, Educational Psychology, Philosophy & Social Aspects
Cover of the book Rupturing African Philosophy on Teaching and Learning by Yusef Waghid, Faiq Waghid, Zayd Waghid, Springer International Publishing
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Author: Yusef Waghid, Faiq Waghid, Zayd Waghid ISBN: 9783319779508
Publisher: Springer International Publishing Publication: May 2, 2018
Imprint: Palgrave Macmillan Language: English
Author: Yusef Waghid, Faiq Waghid, Zayd Waghid
ISBN: 9783319779508
Publisher: Springer International Publishing
Publication: May 2, 2018
Imprint: Palgrave Macmillan
Language: English

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.

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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.

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