| Summary: | Classrooms are sometimes laced with various pedagogical styles, which even though
professional, may be alien to the students, leading to demotivation. Such demotivation
usually results from a lack of affectionate pedagogical processes that affect students’
academic prowess, such as academic performance, achievement and attainment of
academic goals. A teaching-learning process that does not accommodate professional
affections may lead to an unpleasant end where the classroom purposes are defeated.
Hence, this study presents Ubuntu as an emancipatory philosophy that ensures
unhindered student achievement and performance. The study is positioned to answer
a question: How can Ubuntu be presented to unravel ineffective classroom practices
towards students’ emancipation. The study is designed within the transformative
worldview to emancipate students and challenge the classroom status quo. This study
was analysed using conceptual analysis, in which concepts derived from Ubuntu are
subjected to intellectual and deductive interpretation for meaning-making. In this
study, Ubuntu is presented alongside its three cardinal assumptions based on the
researcher’s view. The assumptions (collaboration and togetherness; humanness;
recognition and respect) were analysed and correlated with the classroom activities
to promote students’ academic prowess. The study concludes that Ubuntu-like
classrooms are the dimension of productive classroom practices towards students’
academic prowess. Therefore, the study recommended that classrooms be laced with
collaboration, togetherness, and humanness, where students’ voices and opinions are
recognised and respected.
|
|---|