Rupturing African philosophy on teaching and learning : Ubuntu justice and education

• 作者： Waghid, Yusef, author.
• 其他作者：
  • Waghid, Faiq, author.
  • Waghid, Zayd, author.
  • SpringerLink (Online service)
• 出版： Cham : Springer International Publishing :Imprint: Palgrave Macmillan
• 主題： Education. , Ethnology--Africa. , Philosophy and social sciences. , Teaching. , Education--Philosophy. , Education. , Educational Philosophy. , Philosophy of Education. , Learning & Instruction. , Teaching and Teacher Education. , African Culture.
• ISBN： 9783319779508 (electronic bk.) 、 9783319779492 (paper)
• FIND@SFXID: CGU
• 資料類型: 電子書
• 內容註: Chapter 1. Towards an understanding of African philosophy of education -- Chapter 2. A curriculum response to pedagogic dilemmas: Towards enhanced teaching and learning -- Chapter 3. African philosophy of education and ubuntu justice -- Chapter 4. Cultivating pedagogic justice through deliberation, responsibility and risk-oriented action commensurate with an African philosophy of education -- Chapter 5. Cultivating assemblages of learning: From teaching to learning and back to teaching -- Chapter 6. Designing and Implementing a course on African philosophy of education: Cultivating Cosmopolitan Justice -- Chapter 7. Reflexive thoughts on teaching for change: Democratic education re-imagined -- Chapter 8. A democratic university without ruins: Some reflections on possibilities and particularities of an African university -- Chapter 9. Decolonised education: Cultivating curriculum renewal and decoloniality -- Postscript: Reflecting on ruptured pedagogic moments in Teaching for Change.
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• 摘要註: This book examines African philosophy of education and the enactment of ubuntu justice through a massive open online course on Teaching for Change. The authors argue that such pedagogic encounters have the potential to stimulate just and democratic human relations: encounters that are critical, deliberate, reflective and compassionate could enable just and democratic human relations to flourish, thus inducing decolonisation and decoloniality. Exploring arguments for imaginative and tolerant pedagogic encounters that could help cultivate an African university where educators and students can engender morally and politically responsible pedagogical actions, the authors offer pathways for thinking more imaginatively about higher education in a globalised African context. This work will be of value for researchers and students of philosophy of education, higher education and democratic citizenship education.
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