Emancipatory Tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess

Bunmi Isaiah Omodan ORCID iD

Issue: Vol.3  No.3  March  2022  Article 4 pp. 66-76
DOI : https://doi.org/10.38159/ehass.2022334  |   Published online 28th March, 2022.
© 2022 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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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.

Keywords: Ubuntu philosophy, ubuntu classrooms, academic prowess, transformation, emancipation.

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Bunmi Isaiah Omodan is a Senior Lecturer at Walter Sisulu University, South Africa. He is a certified Human Resource Manager with a PhD in Education Management and Leadership, a master’s degree in Educational Management and B.A. Ed. in English Language. He is the Editor-in-Chief of “Interdisciplinary Journal of Rural and Community Studies”, “Interdisciplinary Journal of Education Research” and “Interdisciplinary Journal of Sociality Studies” for the past three years. He also co-ordinates Education Research and Rural Community Development Forum. He currently holds a research grant worth 100,000 South African Rand. He has propounded a method of analysing qualitative data tagged “Socio-thematic Analysis (StA)”, and an Africanised theory called “Kenimani-Kenimatoni Organisational Theory.” He is currently a member of the British Education Leadership, Management and Administration Society (BELMAS), Nigeria Association for Educational Administration and Planning (NAEAP) and Commonwealth Council for Educational Administration and Management (CCEAM). He has published articles in various local and international journals, chapters-in-books and local and international conference proceedings. His research focus includes but is not limited to qualitative and quantitative research approaches, Community-based Participatory Action Research, decoloniality, Ubuntuism, social transformation, social and Africanised pedagogy, social crisis management and university transformation.

Omodan B.I. “Emancipatory Tendencies of Ubuntu-like Classrooms as an Enhancer of Student Academic Prowess,” E-Journal of Humanities, Arts and Social Sciences 3, no.3 (2022):66-76.  https://doi.org/10.38159/ehass.2022334

© 2022 The Author(s). Published and Maintained by Noyam Publishers. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).