Ubuntu education in secondary schools' curriculum: challenges and perspective in Zimbabwe

Abstract

This study examines the relevance and potential integration of Ubuntu as a formal subject within the secondary school curriculum in Zimbabwe, framed through the pedagogical lens of Ubuntugogy. Grounded in the context of decolonising education and fostering indigenous knowledge systems, the study investigates the perspectives of key educational stakeholders, including educators, school administrators, and officials from the Curriculum Development and Technical Services (CDTS). The primary aim is to explore the feasibility, challenges, and implications of embedding Ubuntu into the formal curriculum as a means of promoting inclusivity, African epistemology, and the Africanisation of education. Qualitatively, the study adopts a phenomenological research design to elicit deep insights from purposively selected participants notably: one CDTS official, twenty educators, and six school administrators from three strategically chosen secondary schools in the Chitungwiza District (Zimbabwe). Data were collected through semi-structured in-depth interviews and an analysis of key policy documents, including the Ministry of Primary and Secondary Education (MoPSE) Curriculum Framework (2015-2022). The findings reveal a complex, yet broadly positive stance towards the integration of Ubuntu as a curriculum subject. Participants acknowledged its potential to enrich the educational experience by fostering values such as inclusivity, ethical leadership, and cultural relevance, while promoting African knowledge systems and practices. However, significant challenges were identified that could impede its practical implementation. These include the impact of globalisation, moral degradation, social media influence, inadequate teacher training, resource limitations, and the complexities of cultural diversity within the educational system. It is argued that the integration of Ubuntu education holds transformative potential for fostering a more holistic and culturally relevant learning environment. The research concludes that a careful and strategic approach to curriculum development, incorporating sufficient teacher training and resource allocation, could mitigate these barriers and support the meaningful inclusion of Ubuntu in secondary education. Cultural and indigenous knowledge-based systems are recommended in shaping the future of education in Zimbabwe. Thus, the study catalyses on further research and practical initiatives aimed at enhancing the role of Ubuntu values in Zimbabwean schools and beyond.