This chapter delves into the clash between Western epistemologies and traditional African cultural beliefs, shaping indigenous knowledge systems. The global discourse on inclusive education originated to justify educating children with disabilities alongside non-disabled peers for a more inclusive society. In Africa, around 6.4% of children under 14 have moderate or severe disabilities, with many not attending school. Research pinpoints stigmatizing cultural and religious beliefs as major contributors to discrimination and exclusion. In contrast, the philosophy of ubuntu, emphasizing respect and collectivism, counters these beliefs and aligns with inclusive education principles. African epistemology, rooted in cultural and religious beliefs, stresses communal interaction and interdependence in knowledge acquisition. Ubuntu underscores individual roles in the community, promoting shared responsibility. This chapter advocates for ubuntu as an alternative to Western epistemology, championing inclusive education aligned, particularly for children with disabilities.
Top1. Introduction
It is acknowledged that inclusive education has its roots in the debates on disability and people with disabilities and the justification thereof to be acknowledged as an integral part of society. It is now recognised that the debate on inclusion and particularly inclusive education is paramount for establishing inclusive and just societies without discrimination. Inclusive education is thus increasingly being viewed from the broader perspective that frames education within a human rights and social justice discourse (United Nations, 2015; (National Planning Commission, Republic of South Africa, 2011). This view presents an opportunity to integrate people with various barriers, including disability, in the process of being educated, trained, developed and socialised alongside their peers. The ultimate aim is to raise individuals to be equal members of society with minimum risks of segregation and isolation (Nasibullov, Kashapova & Shavaliyeva, 2015:545).
The move towards inclusive education and the major declarations and conventions has, however, originated in the global North with a western means of understanding and theories on knowledge acquisition. This western epistemology does not recognise the contextual realities and indigenous knowledge systems within the African context (Sheehy, Kasuleb & Chamberlainc, 2021) and thus pose a challenge to academics and scholars in higher education. This chapter aims to interrogate literature on inclusive education from a human rights and social justice perspective as it relates to African traditions of knowledge acquisition and construction. The emphasis is specifically on the cultural and religious beliefs about the causes of disability and the means through which knowledge is disseminated in traditional African cultures. This construction of knowledge informs people’s world view (paradigm) which in turn determines and directs the actions of people towards disability (Sheehy, et. al., 2021). An African epistemology takes cognisance of how knowledge is acquired within the African context (Higgs, 2009). According to Letseka (2000) the essence of traditional African life is deeply rooted in the sense of communality. Within communities, there is an interdependency that is supported by “values such as generosity, compassion, reciprocity, cooperation, [and] solidarity” (Higgs, 2009:2417) that are related to the liberal principles of human rights that are embodied within the philosophy of inclusive education. These values are at the heart of ubuntu as a philosophy for life. Ubuntu embraces a culture in which “moral value, human needs, interests and dignity of individuals” are prioritized (Pasha, 2016:3). The philosophy and principles of inclusive education are thus not foreign to African culture. For this reason, ubuntu is presented as an epistemology for the understanding and promotion of inclusive practices in education. The promotion of African epistemologies, specifically ubuntu, can dispel the notion that inclusive education is an exclusive western movement in education. Ubuntu is thus contextually relevant (Dreyer, 2021) and can promote an acceptance and ownership for educational practices (Pasha, 2016). Finally, suggestions are made for the implementation in the promotion of positive attitudes based on scientific facts to reduce stigmatising discriminative and exclusionary practices.