Reading Lessons

Sanders, Mark

doi:10.1353/dia.1999.0022

Cited by 7 publications

(5 citation statements)

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“…In addition to this deconstructive maneuver, we can add a second and related set of projects, aimed at reasserting our ethical relationship to distant others by opening ourselves to alternative ways of conceptualizing subjectivity and space. In this vein, a number of recent authors have explored the possibilities of constructing what might be referred to as an 'indigenous ethics' (Esteva, 1987;Rose, 1999;Sanders, 1999). Deborah Bird Rose, for example (1999: 181, 185), drawing upon the cultural repertoire of the Australian Aborigines, argues that 'listening to Indigenous people in an ethic of situated availability throws open a world of connection and responsibility .…”

Section: Ethics Responsibility and The Practice Of Human Geographymentioning

confidence: 99%

Poststructuralist ethics: subjectivity, responsibility and the space of community

Popke

2003

Progress in Human Geography

140

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The theoretical tenets of poststructuralism pose significant challenges to traditional ethical thinking, suggesting the need for an ethics sensitive to openness and difference. Drawing upon the work of Levinas, Derrida and Nancy, I discuss three dimensions of such an ethics: a theory of subjectivity based in a responsibility to the other; a politics of deconstruction within which this responsibility is foregrounded; and a theory of spatiality articulated in the sharing of community. This points toward an ethics of hospitality, in which the space of community is offered as a gift, and in the context of an irrecusable responsibility toward others.

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Section: Ethics Responsibility and The Practice Of Human Geographymentioning

confidence: 99%

Poststructuralist ethics: subjectivity, responsibility and the space of community

Popke

2003

Progress in Human Geography

140

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“…It expresses a worldview and life so deeply rooted in the African person, culture and society that is difficult to define in the Western context . In South African languages, Ubuntu is translated by the corpus 'Umuntu ngumuntu ngabantu' (Sanders, 1999) . Several translations have been proposed but they do not convey the full meaning of the concept .…”

Section: African Ubuntu Chinese Confucianism and Their Implications mentioning

confidence: 99%

African and Chinese Managerial Practices: A Cross-Cultural Comparison

Abodohoui

Bocco

et al. 2020

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M anagerial practices are a key factor for business development. They are frequently used as an explanatory variable for organisational performance. Studies argue that certain practices of multinationals such as leadership style, organisational decision-making and human resources management (HRM) are shaped by their nationality (Almond, 2011; Pudelko & Harzing, 2007; Zhu, Zhu & Cieri, 2014). Thus, there are many differences between countries and managers of multinationals .

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“…He terms this "fullness of being" through one's relatedness and relationships with others. Sanders (1999) places the cognitive dissonance about Ubuntu philosophy partly on the incorrect English translation of the isiZulu maxim "umuntu umuntu ngabanye abantu" which is commonly translated as "a person is a person through other persons" (Eze, 2010;Jolley, 2010;Beitler, 2013). Hailey (2008) contends that the correct translation should read, "a human being is a human being through human beings".…”

Section: Construct Of Ubuntu Valuesmentioning

confidence: 99%

Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives

Nxumalo

Mncube

2018

PiE

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This paper foregrounds the value of the inclusion of Ubuntu philosophy in the school curriculum using indigenous games. There has been increased interest emanating from the Department of Basic Education (DBE) in the inclusion of Ubuntu philosophy in the mainstream school curriculum. The DBE has identified indigenous knowledge as an asset that can be integrated into the school curriculum in order to educate African children about Ubuntu philosophy, moral and cultural beliefs. The efficacy of indigenous methods to teach schoolchildren these important concepts has, however, largely remained an untapped area of study. The aim of this paper is to illustrate how Ubuntu philosophy can be taught in the school curriculum using selected indigenous isiZulu games. Using Mbigi's Collective Fingers Theory, we analyse three isiZulu indigenous games and demonstrate that indigenous games can be successfully used to teach Ubuntu philosophy. The paper contributes to the ongoing debates about the value of African Indigenous Knowledge Systems (AIKS), such as Ubuntu philosophy, in teaching decolonised curriculum content and instilling moral principles and cultural beliefs such as the value of communal identity.

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Reading Lessons

Cited by 7 publications

References 0 publications

Poststructuralist ethics: subjectivity, responsibility and the space of community

Poststructuralist ethics: subjectivity, responsibility and the space of community

African and Chinese Managerial Practices: A Cross-Cultural Comparison

Using indigenous games and knowledge to decolonise the school curriculum: Ubuntu perspectives

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