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Introduction
The philosophical tenet of Umuntu ngumuntu ngabantu, often translated as "I am because we are,"
represents a profound African worldview that centres communal interdependence, mutual
responsibility, and shared humanity (Mbigi, 2019). This principle offers a critical and culturally
resonant lens through which to examine the persistent challenges of implementing inclusive
education in South Africa. Despite the progressive intent of post-apartheid policies, particularly
Education White Paper 6 (Department of Education, 2001), which envisions a transformed education
system that acknowledges the interconnectedness of all learners, a significant chasm remains
between policy rhetoric and classroom reality (Nel et al., 2021).
This research problem—the policy-practice divide—is well-documented in literature that frequently
cites inadequate resources, insufficient teacher training, and systemic barriers as primary causes
(Engelbrecht et al., 2017; Walton & Lloyd, 2021). However, this study posits that a fundamental
issue may be the lack of a coherent, contextually appropriate philosophical foundation to guide
teacher practice. While policies outline what to do, they often fail to embed the why—a moral and
ethical compass that can empower teachers in complex, resource-constrained environments. Ubuntu
philosophy, with its emphasis on seeing the individual within the community and fostering
compassion and solidarity, provides such a compass (Mugumbate & Nyanguru, 2021). It moves
beyond a technical compliance with inclusion checklists towards a deeper, relational pedagogy.
This literature review, therefore, synthesises recent scholarly work (2017-2025) to critically analyse
the implementation of inclusive education through the specific framework of Ubuntu principles. It
will explore the alignment of policy with Ubuntu, identify systemic and attitudinal barriers to its
realisation, and examine the potential for Ubuntu to reshape teacher beliefs and practices. Following
this review, the chapter will detail a qualitative research methodology designed to investigate how
primary school teachers understand and, potentially, enact Ubuntu principles in their efforts to create
inclusive classrooms.
The ultimate aim is to contribute a philosophically grounded, context-sensitive perspective to the
discourse on inclusive education, arguing that effective implementation may depend less on
additional resources alone and more on fostering a deeply held ethic of care and interconnectedness
among educators.
Introduction
The philosophical tenet of Umuntu ngumuntu ngabantu, often translated as "I am because we are,"
represents a profound African worldview that centres communal interdependence, mutual
responsibility, and shared humanity (Mbigi, 2019). This principle offers a critical and culturally
resonant lens through which to examine the persistent challenges of implementing inclusive
education in South Africa. Despite the progressive intent of post-apartheid policies, particularly
Education White Paper 6 (Department of Education, 2001), which envisions a transformed education
system that acknowledges the interconnectedness of all learners, a significant chasm remains
between policy rhetoric and classroom reality (Nel et al., 2021).
This research problem—the policy-practice divide—is well-documented in literature that frequently
cites inadequate resources, insufficient teacher training, and systemic barriers as primary causes
(Engelbrecht et al., 2017; Walton & Lloyd, 2021). However, this study posits that a fundamental
issue may be the lack of a coherent, contextually appropriate philosophical foundation to guide
teacher practice. While policies outline what to do, they often fail to embed the why—a moral and
ethical compass that can empower teachers in complex, resource-constrained environments. Ubuntu
philosophy, with its emphasis on seeing the individual within the community and fostering
compassion and solidarity, provides such a compass (Mugumbate & Nyanguru, 2021). It moves
beyond a technical compliance with inclusion checklists towards a deeper, relational pedagogy.
This literature review, therefore, synthesises recent scholarly work (2017-2025) to critically analyse
the implementation of inclusive education through the specific framework of Ubuntu principles. It
will explore the alignment of policy with Ubuntu, identify systemic and attitudinal barriers to its
realisation, and examine the potential for Ubuntu to reshape teacher beliefs and practices. Following
this review, the chapter will detail a qualitative research methodology designed to investigate how
primary school teachers understand and, potentially, enact Ubuntu principles in their efforts to create
inclusive classrooms.
The ultimate aim is to contribute a philosophically grounded, context-sensitive perspective to the
discourse on inclusive education, arguing that effective implementation may depend less on
additional resources alone and more on fostering a deeply held ethic of care and interconnectedness
among educators.
