Ubuntu pedagogy – transforming educational practices in South Africa through an African philosophy: from theory to practice

Education in South Africa, and Africa at large, has always been construed from Eurocentric perspectives despite being rich with indigenous philosophies knowledge systems such as the Ubuntu philosophy. In this paper, we bring forth viability of pedagogy, which draws philosophy, for promotion co-existence, social cohesion inclusivity education. Drawing Collective Fingers Theory, examine extent to principles philosophy can cultivate restore African values cultures diverse educational settings. We draw literature position pedagogy within practices. Themes emerging subject are: theory, pedagogy. As a transformative approach, when embraced understanding dignity it deserves, potential not only reconnecting students their values, heritage cultures, but also capacity solidarity, respect cooperation among students. recommend decolonial approach that promotes inclusion justice. The paper provides guide possible effective implementation settings implications practice. contributes ongoing debates on decolonisation education role restoration system.