Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment

Molose, Thembisile; Goldman, Geoff A.; Thomas, Peta

doi:10.15678/eber.2018.060312

Cited by 19 publications

(16 citation statements)

References 38 publications

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“…Several other authors (Molose, Goldman, and Thomas 2018;Nzimakwe 2014;Khomba 2011) advocate for the inclusion of the humanistic philosophy of Ubuntu in professional settings. However, applying Ubuntu in the engineering workplace to promote mentorship-especially for young engineering graduates-has not been explored yet, and is the reason for this study.…”

Section: Rationale Of the Studymentioning

confidence: 99%

Ubuntu in the Engineering Workplace: Paying it forward through Mentoring

Munir

2021

CYD

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Research reveals that South Africa is facing a critical skills shortage. Companies are struggling to source engineering professionals for their ongoing operational success. In order to retain critical engineering skills, young engineers should be provided with inspirational mentorship. Despite South Africa’s move to a democracy, its workplace is still mired by social inequalities. Organisations aiming to harness diversity should create a culture of respect and accessibility so that all employees can reach their full potential. While many studies focus on the importance of mentorship, little has been said about the value of Ubuntu in mentor-mentee relationships. The paper argues that for an inclusive workplace, the answer lies in Ubuntu. By practising Ubuntu, mentor engineers can contribute to the direly needed professional development of young engineers. Ubuntu is an African philosophy which acknowledges that one’s own humanity is interlinked with the dignity and humanity of others. Ubuntu is forgoing one’s personal interests for the benefit of people around you, while growing together as a community. The study aimed to establish that instead of looking at individualistic solutions, we should embrace mutual growth and empowerment. The author used questionnaires with closed and open-ended questions to collect data. Fifty engineering professionals in different fields and from different cities in South Africa participated in this case study. The data were analysed inductively as well as deductively. Mentorship was identified as an important aspect of Ubuntu. It was recommended that engineers practise Ubuntu in their workplace to cultivate an ethos of community and mutual respect.

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Section: Rationale Of the Studymentioning

confidence: 99%

Ubuntu in the Engineering Workplace: Paying it forward through Mentoring

Munir

2021

CYD

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“…The findings are further interpreted through the lens of chosen theoretical or philosophical perspectives to elucidate the meaning of core concepts (Figure 1). The category of cultural and moral education is interpreted through the lens of ubuntu as described by Molose et al 16 This framework was chosen because it aligns well with the a priori codes in the category cultural and moral education. We ascribe this alignment to the general emphasis on respect for self and others, and the caring relationality described in the CAPS document.…”

Section: Research Proceduresmentioning

confidence: 99%

“…During our analysis of the personal and social well-being section of the CAPS document, cultural and moral education stood out as an important category. Our understanding of the type of cultural and moral education advocated for in the CAPS document is influenced by Molose et al's 16 understanding of the values of ubuntu. Ubuntu is seen as an ethical and moral worldview where the survival of the group is dependent on complex reciprocal relationships.…”

Section: Cultural and Moral Education Through Musicking In The Life Skills Classroommentioning

confidence: 99%

“…This also means that leaders, or in our case life skills teachers, interact compassionately with those they lead by bearing witness to their experiences. The final value that Molose et al 16 identify as central to ubuntu is solidarity. This refers to the inextricable link between the individual and the collective.…”

Section: Cultural and Moral Education Through Musicking In The Life Skills Classroommentioning

confidence: 99%

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A conceptual framework of the relationship between musicking and Personal and Social Well-being for intermediate phase learners in the South African context

Mouton

Morelli

2021

TDSA

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This article proposes a conceptual framework to understand the relationship between musicking and Personal and Social Well-being for intermediate phase learners. We analysed the intermediate phase life skills Curriculum and Assessment Policy Statement (CAPS) document to create a priori codes. We employed these codes to analyse literature on musicking and well-being. Through this analysis, it became clear that it is possible to apply musicking as a means to teach Personal and Social Well-being outcomes in the intermediate phase life skills CAPS provided teachers view musicking as cultural and moral education. This article presents a conceptual framework resting on nine propositions that need to be addressed if teachers wish to teach personal and social well-being through musicking.

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“…Moreover, concepts in sumak kawsay may not lend themselves to accurate translations into occidental languages (Barranquero Carretero & Sáez Baeza, 2017). When African concepts like Ubuntu are broached in the business literature, sweeping assumptions about its geographical spread are made (Molose, Goldman, & Thomas, 2018; Nkomo, 2011; Woermann & Engelbrecht, 2019). Although a full or partial replacement of coloniality with, for example, Ubuntu contains the danger of violence as a result of reinterpretation by the elites (Naude, 2017), it needs to be questioned whether maintaining coloniality is better.…”

Section: Dynamics Of Colonialitymentioning

confidence: 99%

Coloniality in Sub-Saharan Africa and the Americas

Poesche

2019

Journal of Developing Societies

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The objective of this article is to contribute to the development of a common narrative on coloniality in Sub-Saharan Africa and the Americas. Since scholars tend to focus on either Sub-Saharan Africa or the Americas, a gap between these important regions has emerged in the literature on coloniality. This article seeks to bridge this gap by providing a comparative perspective on coloniality, and this hopefully will enhance Indigenous African nations’ and Indigenous American nations’ understanding of what needs to be done to overcome coloniality. The article explores three key theses. First, in spite of the differences in the extant societal power structures in the postcolonial African states and the former settler colonial states in the Americas, this article argues that the continued dynamics of coloniality are similar in Sub-Saharan Africa and the Americas. The minority status of Indigenous American nations throughout the Americas renders addressing coloniality more challenging than in Sub-Saharan Africa where Indigenous African nations are in the majority although they generally do not have effective sovereignty. Second, the extant societal power structures associated with both coloniality and occidental modernity have weaponized occidental jurisprudence, natural science and social science to defend and proliferate the status quo assisted by state sovereignty. Addressing coloniality effectively therefore requires a renaissance of Indigenous African and Indigenous American cosmovisions unaffected by modernity. Third, addressing coloniality in Sub-Saharan Africa and the Americas requires the recognition of the comprehensive and supreme sovereignty of the Indigenous African nations in all of Sub-Saharan Africa, and Indigenous American nations in all of the Americas.

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Towards a Collective-Values Framework of Ubuntu: Implications for Workplace Commitment

Cited by 19 publications

References 38 publications

Ubuntu in the Engineering Workplace: Paying it forward through Mentoring

Ubuntu in the Engineering Workplace: Paying it forward through Mentoring

A conceptual framework of the relationship between musicking and Personal and Social Well-being for intermediate phase learners in the South African context

Coloniality in Sub-Saharan Africa and the Americas

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