Embracing Ubuntu: Cultivating Inclusive Information Access in Decolonising African Information Curriculum

被引：0

作者：

Laughton, Paul ^{[1
]}

Holmner, Marlene ^{[1
]}

Meyer, Anika ^{[1
]}

Alemneh, Daniel ^{[2
]}

Rorissa, Abebe ^{[3
]}

Hawamdeh, Suliman ^{[2
]}

机构：

[1] University of Tennessee, Knoxville

来源：

Proceedings of the Association for Information Science and Technology | 2024年 / 61卷 / 01期

关键词：

Culturally Responsive Pedagogy; Decolonisation; Inclusive Information Access; Indigenization; Marginalisation; Ubuntu;

D O I：

10.1002/pra2.1102

中图分类号：

G4 [教育];

学科分类号：

04 ; 0401 ;

摘要：

Decolonising the information curriculum through the process of indigenization is a crucial process that advocates for a paradigm shift towards the integration of various political ideologies and knowledge systems in order to correct the marginalisation and exclusion that have been sustained by colonial legacies. The Ubuntu ideology offers a foundation for promoting an inclusive, people-centered approach to curriculum development because it places an emphasis on communal values and connection. Educators can establish learning environments that support empathy, inclusivity, and cooperation while reflecting and accommodating the needs and experiences of every student by emulating the values of Ubuntu. By appreciating students' cultural origins in the information sciences, Culturally Responsive Pedagogy enhances academic engagement and equips students for a diverse global information landscape, which further supports these efforts. Collectively, these strategies seek to foster an information society that is more socially just and equitable, which is consistent with the overarching objective of guaranteeing inclusivity and fairness in education. Annual Meeting of the Association for Information Science & Technology | Oct. 25 – 29, 2024 | Calgary, AB, Canada.

引用

页码：786 / 789

页数：3

共 13 条

[1] Crilly J., Everitt R., Narrative expansions: interpreting decolonisation in academic libraries, (2022)
[2] Gay G., Culturally responsive teaching: Ideas, actions, and effects, Handbook of urban education, pp. 212-233, (2021)
[3] Ikoja-Odongo R., Mostert J., Information seeking behaviour: A conceptual framework, South African Journal of Library and Information Science, 72, 3, pp. 145-158, (2006)
[4] Jansen J.D., Decolonisation in Universities: the Politics of Knowledge, (2019)
[5] Jaeger P.T., Bertot J.C., Subramaniam M., Diversity and LIS education: Inclusion and the age of information, Journal of Education for Library and Information Science, 54, 2, pp. 106-124, (2013)
[6] Keely University's manifesto for decolonising the curriculum, (2018)
[7] Koen M., Sustainable future for early childhood: Applying the African Ubuntu philosophy to contribute to the holistic development of young children, Sustainable development in Africa: Fostering sustainability in one of the world's most promising continents, pp. 131-146, (2021)
[8] Kumaran M., Canadian Academic Library Leadership (CALL): The Stage of Equity, (2023)
[9] Metz T., Ubuntu as a moral theory and human rights in South Africa, African Human Rights Law Journal, 11, 2, pp. 532-559, (2011)
[10] Miles S., Singal N., The education for all and inclusive education debate: Conflict, contradiction or opportunity?, International Journal of Inclusive Education, 14, 1, pp. 1-15, (2010)

← 1 2 →