Ubuntu in adult vocational education: Theoretical discussion and implications for teaching international students
Affiliation
Deakin University; University of ChesterPublication Date
2019-04-08
Metadata
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Evidence now calls into question the efficacy and appropriateness of pedagogical practices that force international students to adapt to economically-driven and Eurocentric expectations. As a response to calls for alternative perspectives, this paper introduces the construct of Ubuntu, an African worldview prioritising ‘humanness’ and interconnectedness, and utilises it as a conceptual lens to examine the key tenets of engaging pedagogical practices in teaching international students. The findings point to three main ways that the Ubuntu perspective can manifest in teaching international students: humanness, interconnectedness, and situatedness. The paper offers new insights into how an under-researched, non-western human wisdom – Ubuntu – can be used to interpret international education practice. In doing so, it contributes to both theory building and provokes consideration of an alternative pedagogical lens. In particular, the paper draws on Ubuntu as a critical framework to challenge the conventional ways of viewing international students as the ‘other’ in ‘our’ educational system.Citation
Tran, L. T. & Wall, T. (2018). Ubuntu in adult vocational education: Theoretical discussion and implications for teaching international students, International Review of Education, 65(4), 557-578.Additional Links
https://link.springer.com/article/10.1007/s11159-019-09776-3Type
ArticleLanguage
enDescription
The final publication is available at Springer via https://doi.org/10.1007/s11159-019-09776-3ISSN
0020-8566EISSN
1573-0638ae974a485f413a2113503eed53cd6c53
10.1007/s11159-019-09776-3