Perspective of Student Teachers about the Integration of Ubuntu Philosophy into the Philosophy of Education Module

Abstract

Decolonizing the education system in South Africa and, indeed, Africa through integrating the Ubuntu philosophy has been an ongoing debate. A closer look at the teacher education program in higher education in South Africa reveals that the philosophy of education modules contains Western and Eurocentric philosophies, thereby relegating the African indigenous philosophies, like the Ubuntu, to the background. This study was conceived to examine student teachers' views on integrating Ubuntu philosophies into the philosophy of education modules in higher education institutions in South Africa. B.Ed. Year four students were selected randomly and participated in the study. A one-on one interview and document analysis were used to gather data for the study. Data collected were analysed to elicit the view of student teachers on integrating Ubuntu philosophy into the teacher education module. Findings from the data collected indicate that Ubuntu principles are not integrated into the philosophy of education module in South African higher education institutions. The study also reiterates the need to produce well-equipped student teachers to teach Ubuntu principles. Moreover, the study concludes that stakeholders in the education sector must set in motion a curriculum review process that will ensure the review of the teacher education curriculum to integrate Ubuntu principles. The process must be such that teachers who are the curriculum implementers must be involved as critical stakeholders, as a departure from the old system where teachers are only involved in the implementation stage.