JHASS

Article http://dx.doi.org/10.26855/jhass.2025.09.001

A Critical Examination of the South African Educational Philosophy of Ubuntu and Its Applications in Modern Educational Discourse

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Nkazimulo Mntomuhle Langa

University of Zululand, Richards Bay 3900, South Africa.

*Corresponding author: Nkazimulo Mntomuhle Langa

Published: September 25,2025

Abstract

Since the dismantling of apartheid in 1994, there has been renewed focus on African educational philosophies in South Africa, with Ubuntu emerging as a central framework for societal rebuilding and unity. This paper critically examines the educational philosophy of Ubuntu and its application in contemporary South African educational discourse through applying an Afrocentric perspective. In this paper, the Afrocentric perspective is conceptualized as an intellectual framework that prioritizes Africanity, positioning Africans in the middle of studies concerning African matters and their resolutions. It’s critical to contest intellectual colonialism by encouraging the reclamation and affirmation of Africanity. Moreover, it seeks to foster a unified African identity, emphasizing African agency and ethical commitment rooted in African consciousness. Employing a desktop research methodology, this paper undertakes a systematic review of relevant literature to critically assess the strengths and limitations associated with the integration of Ubuntu philosophy into the South African educational practice. The analysis elucidates how Ubuntu’s principles of communal interconnectedness, shared responsibility, and ethical engagement can enhance inclusive and holistic pedagogical approaches, while also addressing challenges related to curriculum adaptation. Findings reveal that while Ubuntu offers transformative potential for fostering compassion, social responsibility, and inclusivity, its practical implementation remains inconsistent, limiting its impact on persistent social issues such as racial segregation, student bullying, inequality, crime, and poverty. The paper concludes by recommending a clearer conceptualization and more robust application of Ubuntu in educational policy and practice to promote harmonious and equitable learning environments in South Africa.

Keywords

Ubuntu; Ubuntu philosophy; Educational discourse; Education

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How to cite this paper

A Critical Examination of the South African Educational Philosophy of Ubuntu and Its Applications in Modern Educational Discourse

How to cite this paper: Nkazimulo Mntomuhle Langa. (2025) A Critical Examination of the South African Educational Philosophy of Ubuntu and Its Applications in Modern Educational Discourse. Journal of Humanities, Arts and Social Science9(9), 1696-1703.

DOI: http://dx.doi.org/10.26855/jhass.2025.09.001