TPF2601
Assessment 3
Portfolio 50
Detailed Answers
Due 2025
,TPF2601
Assessment 3: Portfolio 50
Teaching Practice
Section A: An African Philosophy of Education
This section explores key concepts in African educational philosophy, including
decolonisation, African communalism, Ubuntu, Africanisation, and Indigenous
Knowledge Systems (IKS). Each concept is defined in the student’s own words,
followed by an explanation of its influence on the teaching context with practical
examples.
Activity 1: Decolonization (Education)
Own Understanding of the Concept Decolonisation in education involves
fundamentally transforming Western-centric curricula to integrate indigenous knowledge
and pedagogies, ensuring profound relevance to local contexts (Owuor, 2007). This
process critically challenges the historical hegemony of Eurocentric epistemologies,
aiming to decisively re-centre African perspectives within the educational landscape.
Influence on Teaching Context with Examples Decolonisation significantly influences
teaching by prioritising culturally relevant content, thereby affirming learners' identities.
For instance, in a Grade 2 classroom, a mentor teacher replaced Eurocentric
storybooks with African folktales to teach literacy, fostering both cultural pride and
enhanced engagement. This aligns with Mkabela’s (2008) advocacy for an African
approach that profoundly values local narratives, enhancing learner relatability and
directly addressing contextual challenges like cultural alienation. The implicit
assumption here is that contextual relevance directly leads to heightened engagement
and a more robust sense of self within the learners.
, Activity 2: African Communalism [2 Marks]
Own Understanding of the Concept African communalism accentuates the inherent
interconnectedness within a community, where individual identity is intrinsically shaped
by collective relationships and shared responsibilities (Letseka, 2000). This philosophy
posits that the self is not an isolated entity but is, instead, constituted through dynamic
social bonds.
Influence on Teaching Context with Examples In a Grade R classroom, the mentor
teacher effectively encouraged group activities, such as collaborative storytelling, to
reflect communalism. Learners worked cooperatively to create stories, reinforcing
interdependence and fostering human relationships. This approach mirrors Letseka’s
(2000) principle that knowledge must be practical, fostering social cohesion and
collective problem-solving skills highly relevant to the South African context. The
practice underscores the notion that learning is inherently a social act, profoundly
benefiting from mutual support and shared goals.
Activity 3: Ubuntu (Humanness) [2 Marks]
Own Understanding of the Concept Ubuntu is a profound philosophy promoting
societal well-being through core values like caring, sharing, and dignity, which are
acquired through lifelong education (Mosana, 2018). It encapsulates the profound
interconnectedness of humanity, asserting that one's humanity is inextricably
intertwined with that of others.
Influence on Teaching Context with Examples A Grade 1 teacher demonstrated
Ubuntu by organising a class initiative where learners shared snacks with peers from
underprivileged backgrounds, actively promoting fairness and humanness. This
practice, aligned with Mosana’s (2018) emphasis on crucial interpersonal skills, created
a supportive classroom environment, significantly enhancing learner welfare and directly
reflecting the community’s values of mutual care. This exemplifies a pedagogical
approach where ethical development is seamlessly integrated into daily classroom
interactions, thereby shaping not just academic understanding but also moral character.
Assessment 3
Portfolio 50
Detailed Answers
Due 2025
,TPF2601
Assessment 3: Portfolio 50
Teaching Practice
Section A: An African Philosophy of Education
This section explores key concepts in African educational philosophy, including
decolonisation, African communalism, Ubuntu, Africanisation, and Indigenous
Knowledge Systems (IKS). Each concept is defined in the student’s own words,
followed by an explanation of its influence on the teaching context with practical
examples.
Activity 1: Decolonization (Education)
Own Understanding of the Concept Decolonisation in education involves
fundamentally transforming Western-centric curricula to integrate indigenous knowledge
and pedagogies, ensuring profound relevance to local contexts (Owuor, 2007). This
process critically challenges the historical hegemony of Eurocentric epistemologies,
aiming to decisively re-centre African perspectives within the educational landscape.
Influence on Teaching Context with Examples Decolonisation significantly influences
teaching by prioritising culturally relevant content, thereby affirming learners' identities.
For instance, in a Grade 2 classroom, a mentor teacher replaced Eurocentric
storybooks with African folktales to teach literacy, fostering both cultural pride and
enhanced engagement. This aligns with Mkabela’s (2008) advocacy for an African
approach that profoundly values local narratives, enhancing learner relatability and
directly addressing contextual challenges like cultural alienation. The implicit
assumption here is that contextual relevance directly leads to heightened engagement
and a more robust sense of self within the learners.
, Activity 2: African Communalism [2 Marks]
Own Understanding of the Concept African communalism accentuates the inherent
interconnectedness within a community, where individual identity is intrinsically shaped
by collective relationships and shared responsibilities (Letseka, 2000). This philosophy
posits that the self is not an isolated entity but is, instead, constituted through dynamic
social bonds.
Influence on Teaching Context with Examples In a Grade R classroom, the mentor
teacher effectively encouraged group activities, such as collaborative storytelling, to
reflect communalism. Learners worked cooperatively to create stories, reinforcing
interdependence and fostering human relationships. This approach mirrors Letseka’s
(2000) principle that knowledge must be practical, fostering social cohesion and
collective problem-solving skills highly relevant to the South African context. The
practice underscores the notion that learning is inherently a social act, profoundly
benefiting from mutual support and shared goals.
Activity 3: Ubuntu (Humanness) [2 Marks]
Own Understanding of the Concept Ubuntu is a profound philosophy promoting
societal well-being through core values like caring, sharing, and dignity, which are
acquired through lifelong education (Mosana, 2018). It encapsulates the profound
interconnectedness of humanity, asserting that one's humanity is inextricably
intertwined with that of others.
Influence on Teaching Context with Examples A Grade 1 teacher demonstrated
Ubuntu by organising a class initiative where learners shared snacks with peers from
underprivileged backgrounds, actively promoting fairness and humanness. This
practice, aligned with Mosana’s (2018) emphasis on crucial interpersonal skills, created
a supportive classroom environment, significantly enhancing learner welfare and directly
reflecting the community’s values of mutual care. This exemplifies a pedagogical
approach where ethical development is seamlessly integrated into daily classroom
interactions, thereby shaping not just academic understanding but also moral character.
