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International Review of Education

, Volume 62, Issue 1, pp 29–44 | Cite as

The ubuntu paradigm in curriculum work, language of instruction and assessment

  • Birgit Brock-Utne
Original Paper
First Online:

Abstract

This article discusses the concept “ubuntu”, an African worldview rooted in the communal character of African life. Some of the same thinking can, however, be found in various Eurasian and Latin-American philosophies. The concept “ubuntu” is also used in language planning: here, the question of language of instruction is discussed through an ubuntu paradigm. The article focuses on policies regarding language in education, both at the micro-level, where translanguaging and code-switching are central, and at the macro-level, where Prestige Planning is discussed. The assessment practices taking place in schools are also looked at through an ubuntu lens. How far is it possible for developing countries to adhere to an education policy based on their own values when they have to participate in tests like Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA) for Development?

Keywords

Africa Language of instruction ubuntu 

Résumé

La pensée Ubuntu dans la conception curriculaire, la langue d’instruction et l’évaluation – Cet article analyse la notion Ubuntu, représentation du monde africaine ancrée dans le caractère communautaire de la vie en Afrique. Certains éléments de ce concept humaniste se retrouvent dans plusieurs philosophies eurasiennes et latino-américaines. La pensée Ubuntu est également appliquée dans l’aménagement linguistique : la question de la langue d’instruction est abordée ici à travers un principe Ubuntu. L’auteure se penche sur les politiques linguistiques dans l’éducation, à la fois au micro-niveau où prédominent translinguisme et changement de langue, et au macro-niveau où est effectué l’aménagement linguistique valorisant (Prestige Planning). Les pratiques d’évaluation appliquées dans les écoles sont également envisagées à travers l’optique Ubuntu. Dans quelle mesure les pays en développement peuvent-ils adhérer à une politique éducative fondée sur leurs propres valeurs, s’ils doivent participer à des enquêtes d’évaluation telles que les Tendances de l'Enquête Internationale sur la Mathématique et les Sciences (TEIMS) et le Programme International pour le Suivi des Acquis des élèves (PISA) pour le Développement ?

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Copyright information

© Springer Science+Business Media Dordrecht and UNESCO Institute for Lifelong Learning 2016

Authors and Affiliations

  1. 1.Department of EducationUniversity of OsloOsloNorway

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