Decolonising participatory research: can Ubuntu philosophy contribute something?

ABSTRACT

This paper investigates the potential of Ubuntu philosophy for decolonising Participatory Research (PR) in the Global South, addressing power imbalances and research process challenges. Despite PR's focus on community involvement, it can perpetuate practices contradicting its principles, hence the rise of 'decolonising research' for fair, respectful researcher-community relationships and meaningful community knowledge. The central question is, 'How can Ubuntu serve as a tool for decolonising PR in the Global South?' Drawing from decolonisation, PR, and Ubuntu literature, we offer a novel perspective on applying Ubuntu in PR. The study demonstrates how Ubuntu promotes social change and justice, challenges Western knowledge universality, and empowers marginalised Global South communities via democratic, participatory platforms. We provide theoretical insights and practical suggestions for PR stakeholders, asserting that Ubuntu adoption can foster equitable, inclusive practices benefiting communities. The paper also invites further examination of indigenous philosophies in decolonising research, enriching knowledge production in the Global South and globally marginalised communities.

KEYWORDS:

• Ubuntu
• participatory research
• global south
• decolonising
• indigenous
• disability
• participatory research
• social justice

Acknowledgments

The ideas discussed in this paper primarily stem from the individual research projects conducted by Tendayi and Oliver. Tendayi’s examination of decoloniality benefits from the support of the Arts and Humanities Research Council, with the grant reference number AH/T005459/1. Oliver’s investigation into disability in Zimbabwe’s indigenous communities is financed through the British Academy/Leverhulme Small Research Grants as part of the SRG 2021-22 Round.

Disclosure statement

We declare that we have no known conflicting financial interests or personal relationships that could have influenced the research presented in this paper.

Additional information

Notes on contributors

T Marovah

Tendayi Marovah is a Research Associate at the University of South Africa and a lecturer in History Education at Midlands State University in Zimbabwe. His research interests encompass curriculum and pedagogy, higher education, social justice, human development, and theorising using the capability approach and the Ubuntu philosophy.

O Mutanga

Oliver Mutanga is a Critical Diversity scholar. He is an Assistant Professor in the Graduate School of Education at Nazarbayev University in Kazakhstan, as well as a Research Associate at the University of South Africa. His research focuses on disability, education, health, and indigenous/native studies.