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Promoting African Epistemologies to Understand and Embrace Inclusive Education Practices

Promoting African Epistemologies to Understand and Embrace Inclusive Education Practices

Lorna Dreyer
Copyright: © 2024 |Pages: 13
ISBN13: 9798369311479|EISBN13: 9798369311486
DOI: 10.4018/979-8-3693-1147-9.ch009
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MLA

Dreyer, Lorna. "Promoting African Epistemologies to Understand and Embrace Inclusive Education Practices." Handbook of Research on Inclusive and Accessible Education, edited by Mbulaheni Obert Maguvhe, et al., IGI Global, 2024, pp. 127-139. https://doi.org/10.4018/979-8-3693-1147-9.ch009

APA

Dreyer, L. (2024). Promoting African Epistemologies to Understand and Embrace Inclusive Education Practices. In M. Maguvhe, N. Mpya, & M. Sadiki (Eds.), Handbook of Research on Inclusive and Accessible Education (pp. 127-139). IGI Global. https://doi.org/10.4018/979-8-3693-1147-9.ch009

Chicago

Dreyer, Lorna. "Promoting African Epistemologies to Understand and Embrace Inclusive Education Practices." In Handbook of Research on Inclusive and Accessible Education, edited by Mbulaheni Obert Maguvhe, Nwacoye Gladness Mpya, and Marubini Christinah Sadiki, 127-139. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/979-8-3693-1147-9.ch009

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Abstract

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.

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