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Transformative Learning:Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy

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Date Issued:
2018
Abstract/Description:
The pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three pillars are (1) Humanism and Ubuntu Competency, (2) Collaboration and Partnership, and (3) Relationship and Learning Community. Data were collected using multiple techniques, which included semi-structured interviews, book study, reflective digital journal notes, observations and a focus group. Seven participants, who were interviewed, were selected using convenience sampling (Creswell, 2013). Transformative learning and Ubuntu pedagogy are constructs in the conceptual framework that guided the process of the research design. For the data analysis procedures, the description of the interpretation of the cultural-sharing group provided more insights about teachers' experiences in an urban school. Recommendations were made based on the data collected, which provided evidence of how the knowledge and practice of Ubuntu pedagogy helped to improve teachers' cultural competencies. The teachers' focus group, book study reflections and classroom observations revealed that all the teachers experienced levels of a disorienting dilemma, a shift in frame of reference that was more inclusive and self-reflective.
Title: Transformative Learning:Improving Teachers' Cultural Competencies Through Knowledge and Practice of Ubuntu Pedagogy.
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Name(s): Blackwood, Alecia, Author
Hopp, Carolyn, Committee Chair
Biraimah, Karen, Committee Member
Little, Mary, Committee Member
Boote, David, Committee Member
Washington, Kevin, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2018
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The pursuit of this ethnographic study was inspired by my lived experiences as an urban school teacher for 18 years, as well as, the experiences of a group of other urban teachers. The study explored the following question: Does knowledge and practice of Ubuntu pedagogy help to improve teachers' cultural competencies in an urban school? The research documents how knowledge and practice of the three pillars of Ubuntu pedagogy help to transform the perspective of urban teachers. The three pillars are (1) Humanism and Ubuntu Competency, (2) Collaboration and Partnership, and (3) Relationship and Learning Community. Data were collected using multiple techniques, which included semi-structured interviews, book study, reflective digital journal notes, observations and a focus group. Seven participants, who were interviewed, were selected using convenience sampling (Creswell, 2013). Transformative learning and Ubuntu pedagogy are constructs in the conceptual framework that guided the process of the research design. For the data analysis procedures, the description of the interpretation of the cultural-sharing group provided more insights about teachers' experiences in an urban school. Recommendations were made based on the data collected, which provided evidence of how the knowledge and practice of Ubuntu pedagogy helped to improve teachers' cultural competencies. The teachers' focus group, book study reflections and classroom observations revealed that all the teachers experienced levels of a disorienting dilemma, a shift in frame of reference that was more inclusive and self-reflective.
Identifier: CFE0007157 (IID), ucf:52326 (fedora)
Note(s): 2018-08-01
Ed.D.
Education and Human Performance, Teach Learn and Ldrshp, Schl of
Doctoral
This record was generated from author submitted information.
Subject(s): ubuntu pedagogy -- cultural competency -- humanizing pedagogy -- transformative learning
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0007157
Restrictions on Access: campus 2019-08-15
Host Institution: UCF

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