Conceptualising community engagement through the lens of African indigenous education
The conceptualisation of “community engagement” at Higher Education in South Africa remains a topic for debate in the transformation agenda. South African Indigenous knowledge has been transmitted and perennially refreshed through educational pedagogy that are characterized by a sensitivity to Afri...
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| Format: | Article |
| Language: | English |
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University of the Free State
2020-03-01
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| Series: | Perspectives in Education |
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| Online Access: | http://196.255.246.28/index.php/pie/article/view/4251 |
| _version_ | 1797258049939832832 |
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| author | Surversperi Suryakumari Rajah |
| author_facet | Surversperi Suryakumari Rajah |
| author_sort | Surversperi Suryakumari Rajah |
| collection | DOAJ |
| description |
The conceptualisation of “community engagement” at Higher Education in South Africa remains a topic for debate in the transformation agenda. South African Indigenous knowledge has been transmitted and perennially refreshed through educational pedagogy that are characterized by a sensitivity to African Philosophy, axiology and the spirit of Ubuntu. This article presents a qualitative critical review from the perspective of African indigenous education of the conceptualisation of community engagement. Community engagement is explored as a contemporary pedagogical counterpart to the indigenous pedagogies that supported African epistemology and axiology and community engagement is positioned within a natural evolution of the South African indigenous education and human development framework. Since children are the most vulnerable and affected community it is postulated that a student-centred framework for community engagement would offer an empowering praxis for a new South African Indigenous Education. Community engagement conceptualised within African Indigenous Knowledge Systems is argued as a means towards authentic transformation giving “voice” and “agency” to communities across all levels of education. Within this framework, the article affirms the use of indigenous concepts and practices within a transformed education system where Higher Education assumes a key role-player in human development from the cradle to the grave.
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| first_indexed | 2024-04-24T22:47:22Z |
| format | Article |
| id | doaj.art-ee851a2bb16c491684e9477d29832723 |
| institution | Directory Open Access Journal |
| issn | 0258-2236 2519-593X |
| language | English |
| last_indexed | 2024-04-24T22:47:22Z |
| publishDate | 2020-03-01 |
| publisher | University of the Free State |
| record_format | Article |
| series | Perspectives in Education |
| spelling | doaj.art-ee851a2bb16c491684e9477d298327232024-03-18T11:10:20ZengUniversity of the Free StatePerspectives in Education0258-22362519-593X2020-03-0137110.18820/2519593X/pie.v37i1.1Conceptualising community engagement through the lens of African indigenous educationSurversperi Suryakumari Rajah0University of Kwa-Zulu Natal, South Africa The conceptualisation of “community engagement” at Higher Education in South Africa remains a topic for debate in the transformation agenda. South African Indigenous knowledge has been transmitted and perennially refreshed through educational pedagogy that are characterized by a sensitivity to African Philosophy, axiology and the spirit of Ubuntu. This article presents a qualitative critical review from the perspective of African indigenous education of the conceptualisation of community engagement. Community engagement is explored as a contemporary pedagogical counterpart to the indigenous pedagogies that supported African epistemology and axiology and community engagement is positioned within a natural evolution of the South African indigenous education and human development framework. Since children are the most vulnerable and affected community it is postulated that a student-centred framework for community engagement would offer an empowering praxis for a new South African Indigenous Education. Community engagement conceptualised within African Indigenous Knowledge Systems is argued as a means towards authentic transformation giving “voice” and “agency” to communities across all levels of education. Within this framework, the article affirms the use of indigenous concepts and practices within a transformed education system where Higher Education assumes a key role-player in human development from the cradle to the grave. http://196.255.246.28/index.php/pie/article/view/4251African indigenous educationUbuntuIndigenous axiologyIndigenous pedagogyHumanizing pedagogyChild-centred |
| spellingShingle | Surversperi Suryakumari Rajah Conceptualising community engagement through the lens of African indigenous education Perspectives in Education African indigenous education Ubuntu Indigenous axiology Indigenous pedagogy Humanizing pedagogy Child-centred |
| title | Conceptualising community engagement through the lens of African indigenous education |
| title_full | Conceptualising community engagement through the lens of African indigenous education |
| title_fullStr | Conceptualising community engagement through the lens of African indigenous education |
| title_full_unstemmed | Conceptualising community engagement through the lens of African indigenous education |
| title_short | Conceptualising community engagement through the lens of African indigenous education |
| title_sort | conceptualising community engagement through the lens of african indigenous education |
| topic | African indigenous education Ubuntu Indigenous axiology Indigenous pedagogy Humanizing pedagogy Child-centred |
| url | http://196.255.246.28/index.php/pie/article/view/4251 |
| work_keys_str_mv | AT surversperisuryakumarirajah conceptualisingcommunityengagementthroughthelensofafricanindigenouseducation |