oa Journal of Education - Revisiting the African-Africana philosophy of education debate: implications for university teaching



This article explores conceptual links between African and Africana philosophy and its implications for university teaching in South Africa. My argument in defence of an African-Africana philosophy of education emanates from the response of Ben Parker (2003) to Philip Higgs�s (2003) call for introducing an African discourse based on African philosophy into the conversation surrounding the re-vision of philosophy of education in South Africa. The Higgs-Parker debate brings into sharper focus the need to reconceptualise university teaching in South Africa along the lines of African-Africana thought. Whereas this debate has much to offer for reconceptualising university teaching in relation to African values, it falls short of engaging with what constitutes a deliberative African-Africana teacher because it fails to acknowledge/recognise that deliberative inquiry is central to what makes African philosophy what it is. This article is an attempt to bridge some of the gaps in the African-Africana debate in terms of what it means for teachers both to be deliberative and to cultivate deliberation.


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