Perceptions and experiences of teachers in Zimbabwe on inclusive education and teacher training: the value of Unhu/Ubuntu philosophy

References

• Anastasiou, D., J. M. Kauffman, and S. Di Nuovo. 2015. “Inclusive Education in Italy: Description and Reflections on Full Inclusion.” European Journal of Special Needs Education 30 (4): 429–443.
   Web of Science ®Google Scholar
• Appiah, K. 1997. “Cosmopolitan Patriots.” Critical Inquiry 23 (3): 617–639.
   Web of Science ®Google Scholar
• Arduin, S. 2015. “A Review of the Values That Underpin the Structure of an Education System and Its Approach to Disability and Inclusion.” Oxford Review of Education 41 (1): 105–121.
   Web of Science ®Google Scholar
• Atkinson, N,D. 1984. “Education in Zimbabwe: The Historical Roots.” Paedagogica Historica 25 (1): 5–25.
   Google Scholar
• Broodryk, J.. 2002. Ubuntu: Life Lessons from Africa. Pretoria: Ubuntu School of Philosophy.
   Google Scholar
• Chibvongodze, D. T. 2016. “Ubuntu is Not Only About the Human! An Analysis of the Role of African Philosophy and Ethics in Environment Management.” Journal of Human Ecology 53 (2): 157–166.
   Google Scholar
• Chimedza, R. M., and S. Peters. 2001. Disability in the African Context. Harare: College Press.
   Google Scholar
• Chinhara, H., and N. Sotuku. 2020. “Continuous Professional Development for Inclusive ECD Teachers in Chiredzi Zimbabwe: Challenges and Opportunities.” Scientific African 8: e00270. doi:10.1016/j.sciaf.2020.e00270.
   Google Scholar
• Chireshe, R. 2011. “Trainee Special Needs Education Teachers’ Attitudes Towards Inclusive Education in Zimbabwe.” Journal of Social Sciences 27 (3): 157–164.
   Google Scholar
• Chireshe, R. 2013. “The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions.” Journal of Social Sciences 34 (3): 223–228.
   Google Scholar
• Chireshe, R., and S. P. S. Ndlovu. 2002. “Factors Affecting Teachers’ Attitudes Towards the Placement of Learners Into Special Classes.” African Journal of Special Needs Education 7 (1): 13–20.
   Google Scholar
• Chitiyo, M., E. Hughes, D. M. Changara, G. Chitiyo, and K. M. Montgomery. 2017. “Special Education Professional Development Needs in Zimbabwe.” International Journal of Inclusive Education 21 (1): 48–62.
   Web of Science ®Google Scholar
• Chivaura, V. G. 2006. “Hunhu/Ubuntu: A Sustainable Approach to Endogenous Development, Biocultural Diversity and Protection of the Environment in Africa.” Paper presented at Endogenous Development and Bio-Cultural Diversity Conference, Switzerland. http://www.asarimhotep.com/documentdownloads/Chivaura.pdf.
   Google Scholar
• Chung, F., and E. Ngara. 1985. Socialism, Education and Development. Harare: Zimbabwe Publishing House.
   Google Scholar
• Coertze, R. D. 2001. “Ubuntu and Nation Building in South Africa.” South African Journal of Ethnology 24 (4): 113–118.
   Google Scholar
• Estifanos, S., A. Alemu, S. Negussie, et al. 2020. “I Exist Because of we’: Shielding as a Communal Ethic of Maintaining Social Bonds During the COVID-19 Response in Ethiopia.” BMJ Global Health, doi:10.1136/bmjgh-2020-003204.
   Google Scholar
• Florian, L. 2008. “Inclusion: Special or Inclusive Education: Future Trends.” British Journal of Special Education 35 (4): 202–208.
   Google Scholar
• Florian, L. 2012. “Preparing Teachers to Work in Diverse Classrooms: Key Lessons for the Professional Development of Teacher Educators from Scotland’s Inclusive Practice Project.” Journal of Teacher Education 63 (4): 275–285.
   Web of Science ®Google Scholar
• Forlin, C. 2010. “Teacher Education Reform for Enhancing Teachers’ Preparedness for Inclusion.” International Journal of Inclusive Education 14: 649–653.
   Web of Science ®Google Scholar
• Gelfand, M. 1973. The Genuine Shona: Survival Values of an African Culture. Gweru: Mambo Press.
   Google Scholar
• Gustafsson, I. 1989. Zimbabwe Foundation for Education with Production (ZIMFEP: A Follow-up Study (Education Division Document Number 29). Stockholm: SIDA.
   Google Scholar
• Gyekye, K. 1995. An Essay on African Philosophical Thought: The Akan Conceptual Scheme. Philadelphia: Temple University Press.
   Google Scholar
• Hailey, J. 2008. Ubuntu: A Literature Review. Document. London: Tutu Foundation.
   Google Scholar
• Hanushek, E. A., M. Piopiunik, and S. Wiederhold. 2019. “The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance.” Journal of Human Resources 54 (4): 857–899.
   Web of Science ®Google Scholar
• Hapanyengwi-Chemhuru, O., and N. Makuvaza. 2017. “Re-Thinking Education in Postcolonial Africa: Educating Munhu/Umuntu in Zimbabwe.” In Re-thinking Postcolonial Education in Sub-Saharan Africa in the 21st Century: Post-Millennium Development Goals, edited by Edward Shizha, and Ngoni Makuvaza, 116–182. Rotterdam: Sense Publishers.
   Google Scholar
• Hayes, A. M., and J. Bulat. 2017. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Research Triangle Park, NC: RTI Press.
   Google Scholar
• Jansen, J. 1999. “Why Outcomes - Based Education Will Fail. An Elaboration.” In Changing Curriculum: Studies on Outcomes - Based Education in South Africa, edited by J. Jansen, and P. Christie, 145–156. Cape Town: Juta.
   Google Scholar
• Kamwangamalu, N. 1999. “Ubuntu in South Africa: A Sociolinguistic Perspective to a Pan-African Concept.” Critical Arts 2 (3): 24–41.
   Google Scholar
• Khoza, R. 1994. “The Need for an Afrocentric Approach to Management.” Randburg: African Management 117–123.
   Google Scholar
• King, N., and C. Horrocks. 2010. Interviews in Qualitative Research. London: SAGE.
   Google Scholar
• Majoko, T. 2017. “Inclusion in Early Childhood Education: A Zimbabwean Perspective.” International Journal of Inclusive Education 21 (12): 1210–1227.
   Web of Science ®Google Scholar
• Mandina, S. 2012. “Bachelor of Education in-Service Teacher Trainees’ Perceptions and Attitudes on Inclusive Education in Zimbabwe.” Asian Social Science 8 (13): 227–232.
   Google Scholar
• Manyonganise, M. 2015. “Oppressive and Liberative: A Zimbabwean Woman’s Reflections on Ubuntu.” Verbum et Ecclesia 36 (2), doi:10.4102/ve.v36i2.1438.
   Google Scholar
• Marovah, T. 2021. “Using the Capability Approach to Assess the Value of Ubuntu: Comprehensive Citizenship in Zimbabwean Higher Education.” In Teaching and Learning for Comprehensive Citizenship: Global Perspectives on Peace Education, edited by Candice C Carter, 95–113. New York: Routledge.
   Google Scholar
• Marovah, T., M. Panganai, and F. Machingura. 2020. “Approaches to Sustainable Curriculum Change and Innovation in Africa: A Case Study of Zimbabwe.” In Sustainability in the Political and Socio-Economic Spheres of Development in Zimbabwe, edited by I. Chirisa, and C. Manyeruke, 437–456. Cameroon: Langaa RPCIG.
   Google Scholar
• Marymount Teachers’ College. 2021. About Us. http://www.marymount.ac.zw/welcome-message-from-the-principal/.
   Google Scholar
• Mashaya, B., and M. Tafirenyika. 2017. “New curriculum unworkable.” Daily News, February 15.
   Google Scholar
• Matengu, K., G. Likando, and C. Haihambo. 2019. “Inclusive Education in Marginalised Contexts: The San and Ovahimba Learners in Namibia.” In Creating an Inclusive School Environment, edited by S. Douglas. https://www.teachingenglish.org.uk/article/creating-inclusive-school-environment.
   Google Scholar
• Mavundukure, G., and N. Thembani. 2000. Comparative Special Needs Education. Harare: Zimbabwe Open University.
   Google Scholar
• Mbigi, L. 1997. The African Dream in Management. Johannesburg: Knowledge Resources.
   Google Scholar
• Mbigi, L., and J. Maree. 1995. Ubuntu: The Spirit of African Transformation Management. Randburg: Knowledge Resources.
   Google Scholar
• McLeskey, J., and N. Waldron. 2011. “Educational Programs for Elementary Students with Learning Disabilities: Can They be Both Effective and Inclusive?” Learning Disabilities Research & Practice 26 (1): 48–57.
   Web of Science ®Google Scholar
• Metz, T., and J. B. R. Gaie. 2010. “The African Ethic of Ubuntu/Botho: Implications for Research on Morality.” Journal of Moral Education 39 (3): 273–290.
   Web of Science ®Google Scholar
• Ministry of Health and Child Care & National AIDS Council. 2015. Extended Zimbabwe National HIV and AIDS Strategic Plan 2015-2020. Harare: Ministry of Health and Child Care & National AIDS Council. https://procurement-notices.undp.org/view_file.cfm?doc_id=114051
   Google Scholar
• Ministry of Primary and Secondary Education. 2015. Curriculum Framework for Primary and Secondary Education 2015-2022. Harare: Government Printers.
   Google Scholar
• Mlambo, A. 2010. “A History of Zimbabwean Migration to 1990.” In Zimbabwe’s Exodus: Crisis, Migration, Survival, edited by J. Crush, and D. Tevera, 52–78. Ottawa: IDRC & SAMP.
   Google Scholar
• Monsen, J. J., D. L. Ewing, and M. Kwoka. 2014. “Teachers’ Attitudes Towards Inclusion, Perceived Adequacy of Support and Classroom Learning Environment.” Learning Environment Research 17: 113–126.
   Google Scholar
• Moyo, N., and M. Modiba. 2013. “Theory and Practice in-Service Teacher Learning: Teachers’ Reconceptualisation of Curriculum in History Lessons.” Research Papers in Education 29 (4): 438–456.
   Web of Science ®Google Scholar
• Msila, V. 2008. “Ubuntu and School Leadership.” Journal of Education 44: 67–84.
   Google Scholar
• Mugumbate, J., and A. Nyanguru. 2013. “Exploring African Philosophy: The Value of Ubuntu in Social Work.” African Journal of Social Work 3: 82–100.
   Google Scholar
• Mulaudzi, F. M., M. M. Libster, and M. Phiri. 2009. “Suggestions for Creating a Welcoming Nursing Community: Ubuntu, Cultural Diplomacy, and Mentoring.” International Journal of Human Caring 13 (2), doi:10.20467/1091-5710.13.2.45.
   Google Scholar
• Murithi, T. 2007. “A Local Response to the Global Human Rights Standard: The Ubuntu Perspective on Human Dignity.” Globalisation, Societies and Education 5 (3): 277–286.
   Google Scholar
• Musarurwa, C. 2011. “Teaching With and Learning Through ICTs in Zimbabwe's Teacher Education Colleges.” US-China Education Review A 12: 952–959.
   Google Scholar
• Museka, G., and M. Madondo. 2012. “The Quest for a Relevant Environmental Pedagogy in the African Context: Insights from Unhu/Ubuntu Philosophy.” Journal of Ecology and the Natural Environment 4 (10): 258–265.
   Google Scholar
• Muthukrishna, N., and P. Engelbrecht. 2018. “Decolonising Inclusive Education in Lower Income, Southern African Educational Contexts.” South African Journal of Education 38. https://hdl.handle.net/10520/EJC-13f73317ce.
   Web of Science ®Google Scholar
• Ndlovu-Gatsheni, S. J. 2013. “The Entrapment of Africa Within the Global Colonial Matrices of Power: Eurocentrism, Coloniality, and Deimperialization in the Twenty-First Century.” Journal of Developing Societies 29 (4): 331–353.
   Google Scholar
• Ngubane-Mokiwa, S. A. 2013. “Perceptions and Implications on Blindness at an Open Distance Learning Institution in South Africa.” Journal of Social Sciences 37 (2): 157–165.
   Google Scholar
• Nhundu, T. J. 1992. “A Decade of Educational Expansion in Zimbabwe; Causes, Consequences and Policy Contradictions.” Journal of Negro Education 61 (1): 78–79.
   Google Scholar
• Nhundu, T. J., and B. R. S. Chivore. 1993. “An Evaluation Report on the State of the Art and EracliCÊ of Education with Production (EWP in Zimbabwe).” A research study sponsored by Zimfep. Harare, Zimbabwe.
   Google Scholar
• Nhundu, T. J., and A. B. Mashingaidze. 1992. “Interim Impact Evaluating of SAIH funded Projects in Zimfep Institutions.” SAIH/Zimfep Cooperation Agreements 1985-1992. Harare, Zimbabwe.
   Google Scholar
• Nziramasanga, C. 1999. Report of the Presidential Commission of Inquiry Into Education and Training. Harare: Government Printers.
   Google Scholar
• Ornstein, C. A., and P. F. Hunkins. 2016. Curriculum: Foundations, Principles and Issues. Oxford, UK: Pearson Education, Inc.
   Google Scholar
• Raftopoulos, B., and I. Phimister. 2004. “Zimbabwe Now: The Political Economy of Crisis and Coercion.” Historical Materialism 12 (4): 355–382.
   Google Scholar
• Sambala, E. Z., S. Cooper, and L. Manderson. 2020. “Ubuntu as a Framework for Ethical Decision Making in Africa: Responding to Epidemics.” Ethics & Behavior 30 (1): 1–13.
   Web of Science ®Google Scholar
• Samkange, T. M., and S. Samkange. 1980. Hunhuism or Ubuntuism: A Zimbabwe Indigenous Political Philosophy. Salisbury: Graham Publishing.
   Google Scholar
• Sharma, U. 2019. “Teaching Students with Disabilities in Inclusive Classrooms: From Policy to Practice in Australian Schools.” Professional Voice 12 (3): 18–25.
   Google Scholar
• Sharma, U. 2020. “Inclusive Education in the Pacific: Challenges and Opportunities.” Prospects 49: 187–201.
   Google Scholar
• Sigger, D. S., B. M. Polak, and B. J. W. Pennink. 2010. “Ubuntu” or “Humanness” as a Management Concept.” CDS Research Report 29: 1–95.
   Google Scholar
• Sithole, M., and J. Makumbe. 1997. “Elections in Zimbabwe: The ZANU PF Hegemony and its Incipient Decline.” African Journal of Political Science 2 (1): 122–139.
   Google Scholar
• Thondhlana, J., H. Abdulrahman, E. Chiyevo Garwe, and S. McGrath. 2021. “Exploring the Internationalization of Zimbabwe’s Higher Education Institutions Through a Decolonial Lens: Postcolonial Continuities and Disruptions.” Journal of Studies in International Education 25 (3): 228–246.
   Web of Science ®Google Scholar
• Venter, E. 2004. “The Notion of Ubuntu and Communalism in African Educational Discourse.” Studies in Philosophy and Education 23: 149–160.
   Google Scholar
• Walton, E. 2018. “Decolonising (Through) Inclusive Education [Special Education].” Education Research for Social Change 7: 31–45. doi:10.17159/2221-4070/2018/v7i0a3.
   Web of Science ®Google Scholar