Reimagining Ubuntu in Schools: A Perspective from Two Primary School Leaders in the Democratic Republic of Congo

Autor/in	Elonga Mboyo, Jean Pierre
Titel	Reimagining Ubuntu in Schools: A Perspective from Two Primary School Leaders in the Democratic Republic of Congo
Quelle	In: Educational Management Administration & Leadership, 47 (2019) 2, S.206-223 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143217728085
Schlagwörter	African Culture; Foreign Countries; Ethics; Self Concept; Administrator Attitudes; Elementary Schools; Educational Resources; Organizational Objectives; Instructional Leadership; Educational Philosophy; Criticism; Urban Schools; Social Change; Congo + Suchen Sie Ihr Suchwort? Africa; Culture; Afrika; Kultur; Ausland; Ethik; Selbstkonzept; Elementary school; Grundschule; Volksschule; Bildungsmittel; Business goal; Unternehmensziel; Instruction; Leadership; Bildung; Erziehung; Führung; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Sozialer Wandel; Kongo
Abstract	Communalism, otherwise known as 'Ubuntu' in African literature, has come to signify the philosophical and ethical thought capable of transforming behaviours/lives and restoring the continent's cultural identity. This potent energy is explored in this article with a critical discussion of the conceptual, cultural and operational statuses of Ubuntu. While inhumanity across Africa has prompted some to question its viability, others -- including the author of this article -- see, in these testing times, an opportunity to reinvent the concept. Using narrative data from two urban primary head teachers based in Kinshasa/Democratic Republic of Congo (DRC), the article highlights unique Ubuntu operational patterns of understanding others' needs, negotiating and prioritising needs, assessing available resources, attending to others' needs, and raised expectations and commitment to organisational goals. This process, it is noted, can successfully take place in the context of genuine dialogue; a compromise that not only prevents 'bogus needs' and looks beyond limited resources, but also serves the interests of both individuals and schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01